AQUATIC ECOSYSTEMS IN SCHOOL EDUCATION

Abstract

The article presents a comprehensive analysis of the aquatic ecosystems of six floodplain
lakes in West Kazakhstan, focusing on higher aquatic plants (macrophytes) and their application in school
education. A hydrobotanical assessment of the lakes was conducted: the floristic composition of
macrophytes was identified, the main phytocenoses were described, and indices of biodiversity, saprobity,
and trophicity were calculated. The results indicate a mesotrophic-eutrophic status for most lakes (water
transparency 30–40 cm), while one lake (Prorva) is characterized by higher transparency (~200 cm) and
lower trophicity. The abundance of floating and submerged macrophytes (potamogeton, ceratophyllum,
etc.) demonstrates the significant role of macrophytic vegetation in water body self-regulation and nutrient
biofiltration. Pedagogical testing involving 7th-grade students showed that the inclusion of field practices
for macrophyte research enhances subject knowledge of aquatic ecosystems and strengthens environmental
values. The study confirms the potential of integrating local hydrobotanical surveys into the educational
process as a tool for developing environmental literacy and monitoring skills.