Teaching Science Terms at the Primary Level (Grades I–VI): Approaches, Strategies, and Pedagogical Practices

Abstract

      The article discusses current issues, approaches, and effective pedagogical strategies for teaching science terminology at the primary level. The study aims to demonstrate how complex scientific concepts (e.g., condensation, habitat, ecosystem) can be transformed into comprehensible and internalized knowledge, moving away from rote memorization. The research is based on L. Vygotsky’s theory of concept formation and considers the age-specific characteristics of primary school students, specifically their visual-active and visual-image thinking.

The article presents a core teaching principle: Event first - Word second - Definition last. The authors analyze strategies such as connecting terminology to everyday experience, visual support (diagrams, models), game-based learning, and narrative approaches. The work emphasizes the role of experimental learning in the natural acquisition of terms and provides recommendations for formative assessment. In conclusion, it is noted that properly selected methodology creates a solid foundation for the development of a student's scientific thinking and future education.