THEORETICAL FOUNDATIONS OF PROJECT-BASED LEARNING IN TEACHING NATURAL SCIENCES IN PRIMARY EDUCATION

This article comprehensively analyzes the theoretical foundations, psychological-pedagogical mechanisms, and practical implementation of project-based learning (PBL) in teaching natural sciences at the primary education stage in the Uzbek education system. Structured according to the IMRAD format, the research draws on the works of Uzbek scholars from 2020 onward (studies on the effectiveness of project methods in natural sciences teaching, interdisciplinary connections for developing ecological and research competencies, and research on interactive and practical activities). It details PBL's role in children's cognitive development, independent exploration of natural phenomena, fostering creative and critical thinking skills, and building the ability to solve real-life problems.The findings indicate that project-based learning serves as an effective tool for improving education quality, enhancing students' active participation, and strengthening ecological responsibility within Uzbekistan's education reforms for 2020–2030 (New Uzbekistan Development Strategy, National Program for School Education Development 2022–2026, Presidential Schools, developmental centers, and updates to national curricula). For instance, in the “Water Resources and Ecology” project, students learn the water cycle through experiments and address local ecological issues, potentially increasing their ecological literacy by up to 30%.The study recommends deeper integration of PBL in Uzbekistan's education system, including teacher professional development, creation of methodological guides, and resource optimization. Its novelty lies in the systematic synthesis of post-2020 Uzbek scholarly works, their integration into the history of pedagogical theory, and exploration of enhancing PBL through digital technologies and AI.