DIGITAL TECHNOLOGIES AS A MEANS OF IMPROVING THE METHODOLOGY FOR DEVELOPING PRIMARY SCHOOL STUDENTS' SCIENTIFIC WORLDVIEW IN NATIVE LANGUAGE LESSONS

This thesis examines the possibilities of using digital technologies to improve the methodology for developing primary school students' scientific worldview in native language lessons. The relevance of the study is determined by the need to combine linguistic education with the development of students' ability to observe phenomena, compare information, establish cause-and-effect relationships, justify opinions, draw conclusions, and think independently. Native language lessons provide a broad pedagogical environment for these processes because work with texts, language phenomena, questions, discussions, and problem-based tasks can encourage pupils to move from simple perception of information to conscious analysis and reasoning. The paper theoretically substantiates the role of digital and interactive resources in this process. Particular attention is given to multimedia texts, interactive questions, digital visual materials, collaborative tasks, educational platforms, and formative assessment. A methodological sequence is proposed: digital stimulus → observation → question → analysis → comparison → argumentation → conclusion → reflection. The approach is aimed at strengthening students' scientific thinking while preserving the educational objectives of native language instruction. The study concludes that purposeful integration of digital technologies can expand teachers' methodological possibilities, support differentiated learning, and create conditions for the gradual formation of a scientifically oriented worldview in primary school students.