The study presents the experience of implementing a methodological system for the formation of natural science literacy in teaching schoolchildren biology, physics and chemistry lessons by including contextual tasks in the study of natural science subjects. The relevance of the research topic is due to the special attention of modern society to the formation of functional literacy of schoolchildren, including natural science literacy.

The role of the applied component in teaching schoolchildren as one of the means of improving the quality of natural science education is shown. The problems of implementing the applied component in the education system of the Russian Federation and the Republic of Kazakhstan are revealed.

The purpose of the study is to prove the effectiveness of the introduction of a methodological system for the formation of natural science literacy based on the use of contextual tasks in biology, physics, chemistry lessons in grades 7-9 as one of the means of forming natural science literacy. The research shows examples of contextual tasks for students. The possibility of using contextual tasks for the development of natural science literacy of school students is substantiated. The article describes the methodology of self-construction of contextual tasks by subject teachers and the methodology of teaching the solution of integrative contextual tasks based on the general theory of problem solving and characterized by the variability of techniques and methods depending on the ways of working with information, the assessment of natural science literacy was made on the basis of the tools of the PISA international study. Based on empirical data, the effectiveness of the methodological system for the formation of natural science literacy is shown.

The practical significance of the presented research is that the distinctive features of contextual tasks that can be used in biology, physics, and chemistry lessons are shown. The proposed examples of contextual tasks can be included in any stage of the lesson, in accordance with the topic of the curriculum, and therefore can be used both in the motivational part of the lesson and in the main one, and during the verification of the results of mastering the material at the end of the lesson. The

use of contextual tasks, unlike such a form of organization of activities as laboratory work, does not require the time of the teacher, as well as equipment. This allows you to use contextual tasks within the curriculum, without organizing additional classes.

In the final part of the presented study, the results of the use of contextual tasks in lessons in grades 7 and 9 are shown, the effectiveness of the described methodological system is substantiated. Also, due to the fact that contextual tasks are part of the PISA toolkit, the opportunity for practicing teachers to use both existing tasks and those that they have the opportunity to construct themselves based on the contextual tasks identified by the sign is justified. In addition, the use of contextual tasks makes it possible to ensure that the education received by schoolchildren meets international standards, which opens up new opportunities for schoolchildren in the framework of improving the quality of education.