Proceedings of the International scientific and practical conference ― Cambridge Science and Education Conference‖ (February 23-25, 2026) / Publisher website: www.naukainfo.com. – Cambridge, United Kingdom, 2026. - 289 p.

137 As we can see from Table 1, the potential of Gosstandart, 2020 is really large, but the distribution of requirements for competence skills is different by educational fields. Therefore, the teacher himself will have to think over his own strategy on how to cover what is least covered in the Model Curricula (MNP) of integrated elective courses, educational programs of general secondary education institutions (SHSOs), etc. express their own thoughts, conduct research; medium – to interact with others, use the specific language of their subjects, adhere to certain requirements and rules, realize the consequences and meanings and act. The most problematic were the competencies that have a low percentage of reflection – students care and respect. We can and should form these competencies not only by means of social and health- saving, civic and historical educational fields. They are important in the field of natural education, by the way, the methods of teaching physics, chemistry , biology and geography have accumulated quite a lot of methodological material on this issue. It is scattered in various sources, but it is available to most teachers of natural subjects. Now let's quote Gosstandart, 2020 [1], and then return to the research methods that we will use. ISBN 9 p.16. "The purpose of the natural education field is to form the personality of a student who knows and understands the basic patterns of animate and inanimate nature, has certain skills in its research, shows curiosity, on the basis of acquired knowledge and cognitive experience, realizes the integrity of the natural scientific picture of the world, is able to assess the impact of natural sciences, engineering and technology on the sustainable development of society and the possible consequences of human activity in nature, interacts responsibly with the environment. The competence potential of the natural education sector and basic knowledge are indicated in Annex 9. The requirements for the mandatory learning outcomes of students in the field of natural education are specified in Annex 10 and provide that the student: 1. learns the world of nature by means of scientific research;