IMPROVING THE METHODOLOGY OF TEACHING GLOBAL ISSUES AND SUSTAINABLE DEVELOPMENT TO 5–6 GRADE STUDENTS THROUGH THE ELECTIVE NATURAL SCIENCE COURSE “SCIENCE AROUND US”

Maksat Uvaliyev, M. Doğan, Bakhadurkhan Sh. Abdimanapov, T. O. Uvaliyev

2026

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DOI 10.51889/2959-5762.2026.89.1.034
Data confidence 70 medium
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Abstract

This article examines the effectiveness of an interdisciplinary elective course titled “Science Around Us” in enhancing middle school students’ understanding of global challenges and the principles of sustainable development. The course is designed to help learners recognize the interconnected nature of environmental, social, and scientific issues, while also fostering critical thinking and research skills essential for addressing real-world problems.The course was implemented for Grade 5–6 students at Gymnasium No. 4 named after A.S. Pushkin in Almaty. Its curriculum integrates key topics from geography, chemistry, biology, and physics, presenting them through a problem-oriented and research-based learning approach. Students engaged in inquiry activities, discussions, and small research projects aimed at analyzing global challenges such as climate change, resource depletion, and environmental pollution.To evaluate the course’s effectiveness, an initial baseline assessment of students’ knowledge was conducted at the beginning of the program. An intermediate assessment followed after the first and second academic term to measure learning progress. The results demonstrate asignificant improvement in students’ understanding of sustainable development concepts and global issues. The mean test score increased substantially, rising from 47% at baseline to 81% after one term of instruction.In addition to quantitative gains, qualitative observations revealed increased student engagement, curiosity, and confidence in discussing complex global problems. Learners demonstrated improved ability to analyze cause-and-effect relationships and propose potential solutions. The novelty of this study lies in its integrated curriculum design within a secondary school context and the systematic measurement of learning outcomes. Overall, the findings support the value of interdisciplinary, problem-based science education in developing young learners’ awareness of global challenges and essential skills for sustainable development.