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.

140 the essential distinctive properties of objects and the relationship between them. Traditionally, we introduce concepts in two ways: in a "ready-made" form and through "discoveries". Thirdly, to teach to highlight the main thing in the objects or objects under study. Here it is necessary to take into account the fact that any knowledge includes a fundamental position that must be mastered thoroughly, firmly and applied , which is introduced if necessary from the main ones. long-term memory, will help to consciously differentiate the educational material in such a way that the secondary, if necessary, should be restored in memory on the basis of the main one. Thus, memorizing the main thing on the example of one natural subject, the student acquires more knowledge and skills than others. This is how the integration of knowledge from the natural sciences takes place. Analyzing the main thing in the educational material with its subsequent conscious assimilation, we educate the qualities of scientific thinking : we create prerequisites for a systematic approach to facts and phenomena, teach to think theoretically. Fourthly, to teach students to make comparisons between the objects or phenomena under study. At the same time, it is necessary to take into account the logical and didactic requirements for the objects of comparison : 1. Only homogeneous objects can be compared. 2. The commonality between the objects of comparison can be established only when there is any difference between them. 3. Simple objects, facts are easier to compare than qualities, features, processes or categories. During the formation of students' skills in grades 5 – 12 to use the method of comparison, it is necessary to adhere to a certain stage of actions (Table 3).