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.

138 2. processes, systematizes and presents information of natural content; 3. is aware of the laws of nature, the role of natural sciences and technology in human life; behaves responsibly to ensure the sustainable development of society; 4. develops his own scientific thinking, gains experience in solving problems of natural content (individually and in cooperation with other persons)." More details on the requirements for mandatory learning outcomes for students in the field of natural education are given in Annex 10 to the State Standard, 2020. This is the basis for working on the implementation of the methodology for the formation of students' research competencies in geography classes and other courses. We will not study them, we will not move. What research methods are desirable to use? Traditionally, we do not forget that there are universal methods of research – analysis, synthesis and generalization. Here we turn to the classics of education, for example, it is well known in Ukraine and probably more teachers are familiar with its works... in China – Doctor of Pedagogical Sciences Valentyna Fedorovna Palamarchuk. Her work of 1978 – "The School Teaches to Think", republished in 1987, is a classic scientific and methodological work, which reveals the real purpose of the school at an accessible level. The manual offers an original scientifically grounded system of measures to educate students' thinking, creative attitude to educational activities [4, p. 47-54]. Some may note that there is a lot of methodological past, and we agree with this, but we have not yet found a better method of forming students' ways of thinking activity in the process of educational work in the classroom and at home. This is understandable, subjective opinion, and further searches can be carried out in the scientific and pedagogical literature. Perhaps today there is a question of creative rethinking of the scientific and pedagogical heritage of Ukrainian scientists by various associations, associations of teachers of natural sciences, etc. What questions can be asked before the "brainstorming" of teachers-methodologists? What are the main tasks facing the NUS today, what is the basis of the student's thinking, the most effective motives for learning, how to teach strategic thinking, how to develop