ECOLOGICAL THINKING: UTILIZING "GREEN PEDAGOGICS" AND CASE STUDIES IN PRIMARY SCHOOL NATURAL SCIENCE LESSONS

Abstract

Environmental sustainability has become one of the defining educational priorities of the twenty-first century. As global ecological challenges continue to affect societies worldwide, schools are expected to cultivate environmentally responsible citizens from an early age. Primary education plays a particularly significant role in developing children's ecological awareness because attitudes toward nature and environmental responsibility are formed during the first years of schooling. Green Pedagogics, combined with case study methodology, offers an innovative instructional approach that transforms traditional Natural Science lessons into engaging, problem-oriented learning experiences. Rather than memorizing scientific facts, students investigate authentic environmental situations, analyze causes and consequences, propose practical solutions, and develop sustainable habits through collaborative learning. This article examines the theoretical foundations, educational significance, classroom implementation, advantages, and future prospects of integrating Green Pedagogics and case studies into primary school Natural Science education. The findings suggest that this methodology effectively promotes ecological thinking, critical reasoning, environmental ethics, and active citizenship among young learners.