Natural and technological integration as a means of overcoming the fragmentation of primary school students' knowledge

Authors

  • Iryna Dorozh Candidate of Pedagogic Sciences, Senior Lecturer at the Department of Theory and Methods of Primary Education, Kamianets-Podilskyi Ivan Ohienko National University, Kamianets-Podilskyi, Ukraine https://orcid.org/0000-0003-4792-7025
  • Olena Dovhan Assistant at the Department of Theory and Methods of Primary Education, Kamianets-Podilskyi Ivan Ohienko National University, Kamianets-Podilskyi, Ukraine https://orcid.org/0000-0002-1295-8289
  • Anatolii Kovalchuk Senior Lecturer at the Department of Theory and Methods of Primary Education, Kamianets-Podilskyi Ivan Ohienko National University, Kamianets-Podilskyi, Ukraine https://orcid.org/0000-0003-0425-0456

DOI:

https://doi.org/10.31652/3041-2439-2026-5-5

Keywords:

natural and technological integration, primary school, fragmentation of knowledge, holistic worldview, integrated course «I explore the world», competency-based approach

Abstract

The article provides a theoretical justification for natural and technological integration as a systematic pedagogical means for overcoming the fragmentation of primary school students’ knowledge in the process of primary school education. The relevance of the study is determined by the implementation of the ideas of the New Ukrainian School, the competency-based approach and education for sustainable development, which require the formation of a holistic worldview in students and the ability to establish cause-and-effect relationships between natural phenomena and the results of human activity. The article reveals the pedagogical understanding of the concept of a «holistic worldview», analyses the age-related features of cognitive development of primary school students and substantiates the integrative nature of the course «I explore the world» as a methodological basis for combining natural and technological educational fields. The central problem is identified as the fragmentation of natural science knowledge, which arises as a result of isolated assimilation of educational material, insufficient implementation of the activity component, and the formal nature of integration in pedagogical practice. It has been proven that the involvement of technological activities ensures the «revitalisation» of natural sciences knowledge, the transition from observation to research, modelling and the creation of educational products, which contributes to the development of research skills and increased motivation to learn. The article substantiates natural science and technology integration as a holistic pedagogical system encompassing goal-oriented, content-related, activity-based, methodological, and outcome-oriented aspects, and implemented through a gradual progression from cognition to the practical application of knowledge. The role of integrated projects in expanding the educational space of primary schools, involving families and communities, and forming students’ values towards nature is substantiated. Prospects for further research related to the development of digital resources, interdisciplinary modules and partnership educational practices are outlined.

References

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Published

2026-03-12

Issue

No. 5 (2026)

Section

Articles

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Copyright (c) 2026 The Author(s)

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How to Cite

Natural and technological integration as a means of overcoming the fragmentation of primary school students’ knowledge. (2026). Innovations in Preschool and Primary Education, 5, 42-53. https://doi.org/10.31652/3041-2439-2026-5-5