The thesis is a comprehensive study, which clarifies the theoretical, normative, content-procedural and pedagogical foundations of forming the culture of energy saving of primary school students in physics lessons. Within the characteristics of the state of development of the problem of formation of energy saving culture of primary school students in physics lessons in domestic scientific and pedagogical research it is found out that the development of energy saving culture in secondary schools is the subject of scientific interest of a wide range of domestic scientists. It is noted that the problem of forming the energy saving culture of primary school students in physics lessons has not found sufficient comprehensive coverage. The result of structural and logical analysis of domestic scientific research on the studied problem was the selection of social, economic and environmental aspects of its consideration. It was revealed that the leading directions of research were theoretical substantiation of the initial provisions of the energy saving culture; genesis and trends in the development of energy saving culture in Ukraine and the world; forms, methods and technologies of energy saving culture development. The method of terminological analysis clarifies the essence of the key concepts of the study: "Formation", "Culture", "Energy saving", "Energy saving culture", "Formation of energy saving culture" on the basis of systemic, axiological, acmeological, personal and cultural approaches. A review of psychological and pedagogical characteristics of students in grades 7-9, which showed opportunities for the development of their scientific worldview, values to nature in general and energy and energy conservation, in 11 particular, civic education, development of diverse knowledge and skills as a basis for energy culture in school students was completed. The competence potential of the subject "Physics" is outlined. The analysis of current standards and programs on energy saving problems is carried out. In the process of analyzing the physics curriculum for grades 7-9, it was concluded that the problem of energy conservation is covered rather superficially, there is a sufficient lack of environmental components and educational material on energy efficiency. Current research on the problem of forming a culture of energy saving of primary school students outside Ukraine is analyzed. As a result of the analysis, it was determined that foreign scientists and teachers offer and use sufficiently powerful tools and various pedagogical techniques to form a culture of energy saving of students. At the same time, the study, analysis or consideration of foreign experience in the formation of a culture of energy saving of students is practically not represented in domestic publications, including the study of physics in general secondary education in Ukraine. The problems of formation of energy saving culture of primary school students in physics lessons are outlined. Namely, the problem of energy saving is covered in the physics curriculum for 7-9 grades rather superficially; review of psychological and pedagogical characteristics of primary school students showed opportunities for the formation of their scientific worldview, values to nature, civic education, development of environmental and economic ideas, knowledge and skills as a basis for forming a culture of energy saving; study of foreign experience in the formation of energy saving culture of students shows that foreign scientists and teachers have developed powerful tools and developed effective pedagogical techniques that should be used to form a culture of energy saving of students in physics lessons in schools of Ukraine; dissertation research on the problem of forming a culture of energy saving of students in the study of natural sciences covers only some aspects of the formation of a culture of energy saving of students 12 in primary school physics lessons, including environmental education, and does not cover the problem as a whole. The structure of the energy saving culture of primary school students is determined and contains three main components: worldview-personal, epistemological-praxeological, reflexive.
