ISSN 2409-7616

Adelmurzina I.F., Galiev K.M., Leshan I.Yu., Fairuzov I.I., Khizbullina R.Z.



UDC 372.8

Adelmurzina I.F.1 (Ufa, Russian Federation) – E-mail:, Galiev K.M.1 (Ufa, Russian Federation) – E-mail:, Leshan I.Yu.1 (Ufa, Russian Federation) – E-mail:, Fairuzov I.I.1 (Ufa, Russian Federation) – E-mail:, Khizbullina R.Z.1 (Ufa, Russian Federation) – E-mail:

1Bashkir State University

Abstract. Phenological observations in nature help to teacher allow making a conclusion for children that gradual change in external conditions (the height of the sun above the horizon, the length of the day, the air temperature, the state of water and soil) leads to changes in plant life (leaf fall, leaf blooming, flowering, fruiting, etc.) depending on the season. Understanding the close relationship between the organism and the environment will allow in the future to move on to the study of the diversity of species of living organisms and the peculiarities of their development. The curiosity of children during phenological observations in nature manifests itself in a variety of questions that arise in children.The article also notes that considering nature as a whole, as a complex system with its many connections, the teacher is guided by environmental sciences, based on the provision on the interaction of man with nature. For the formation of the ecological worldview of children, it is necessary to constantly observe the many manifestations and changes in nature. The article provides material for the organization of phenological observations in nature in the autumn season.As a result of phenological observations in nature, children develop the ability to generalize what they see and express their sensory sensations in the form of coherent stories, artistic play and work activities. Under the influence of impressions, the attitude towards nature also changes significantly. There is a desire to understand the relationship between man and nature, to preserve its beauty. To know the subject, natural phenomena, to understand the connection between them, to coexist harmoniously with nature and psychologically be ready to preserve natural values ​​everywhere, always and at any time of the year – this is the main meaningful idea of ​​this article.

Keywords: phenological observations, seasons, autumn, invironmental education, connections between subjects, natural sciences.


  1. Akhmetgareeva E.V., Latypova Z.B., Safiullina I.S., Stulin D.S. Educational ecological trail: history, types, purpose and examples of use. CITISE, 2021, no. 2, pp. 422-434. (In Russian) DOI:
  2. Ashyrova M.G. Problems and necessity of ecological upbringing and education of children; the goals of ecological education. Ufa,  OMEGA SANES Publ.,, 2016, pp. 35-38. (In Russian) URL:
  3. Blinova V.A. Environmental education in kindergarten in accordance with the Federal State Educational Standard (from the experience of working on environmental education) Belgorod, POLITERRA Publ., 2016. pp. 10-13. (In Russian) URL:
  4. Bushinova O.G. Propedeutics of knowledge of primary school students about phenological phenomena in nature. St. Petersburg, «Own Publishing House» Publ., 2017. pp. 50-52. (In Russian) ISBN 978-5-4386-1175-2
  5. Vlasova O.Yu. Methods and techniques for the implementation of the local history aspect in teaching geography. Moscow, Sputnik Plus Publ., 2014 pp. 87-90. (In Russian) URL:
  6. Gorlenko L.M. Organization of research activities of students of urban schools.  Biology in school, 2009, no. 9, pp. 19-22. (In Russian) URL:
  7. Dzakaeva Z.A. Ecology of the city at school – the basis of the regional component of environmental education. Makhachkala, Ovchinnikov M. Publ., 2017. pp. 393-396. (In Russian) URL:
  8. Ibragimova Z.F., Kostromina D.A., Sayfullin I.Yu.Organization of natural history excursions for collecting digital herbarium. Astrakhan bulletin of ecological education, 2021, no. 2 (62), pp. 155-156. (In Russian) DOI: 10.36698/2304-5957-2021-2-155-165
  9. Ivanova A.I. Living ecology. Environmental education program for schoolchildren.. Moscow, TC Sphere Publ., 2009. 80 p. (In Russian)
  10. Islomova Sh.S. The main tasks of improving the quality and efficiency of teaching geography at school. World Science, 2020, no. 8 (41), pp. 74-77. (In Russian) URL:
  11. Karimullina M.K. Ecological education of preschoolers, education of older preschoolers. Tribune of the scientist, 2020, no. 5, pp. 490-495. (In Russian) URL:
  12. Kotelkova N.V. The experience of forming the ecological competence of schoolchildren. Nizhny Novgorod, Nizhny Novgorod State Pedagogical University named after Kozma Minin Publ., 2017. pp. 132-135. (In Russian) URL:
  13. Mirnova M.N. The state of environmental education at the present stage of modernization of school education. Makhachkala, Dagestan State Pedagogical University Publ., 2017, pp. 11-16. (In Russian) URL:
  14. Moiseev N.N. Environmental education and greening education.  Ecology and life.  2010, no. 8, pp. 4-6. (In Russian) URL:
  15. Samigullina G.S. Continuous environmental education and upbringing. Geography and ecology in the school of the XXI century, 2020, no. 10, pp. 48-60. (In Russian) URL:
  16. Spitsyna T.A., Ptyushkina T.V. Organization of an ecological path as an important direction in the study of natural heritage. St. Petersburg, Russian State Pedagogical University named after A. I. Herzen Publ., 2017. pp. 260-264. (In Russian) ISBN 978-5-8064-2424-3
  17. Tsagaraeva EF, Okazova ZP, Aidamirova MA Environmental education of younger students in the framework of extracurricular activities. The azimuth of scientific research: Pedagogy and psychology, 2018, no. 4 (25), pp. 228-230. (In Russian) URL:
  18. Tsagaraeva E.F. On the formation of ecological knowledge in the study of zoology. Baltic Humanitarian Journal, 2018, vol. 7, no. 3 (24), pp. 320-322. (In Russian) URL:

For citation:

Adelmurzina I.F., Galiev K.M., Leshan I.Yu., Fairuzov I.I., Khizbullina R.Z. Peculiarities of phenological observations in nature in the autumn season with pupils. CITISE, 2021, no. 3, pp.35-47. DOI: