Experiment and observation as methods in the formation of scientific concepts in primary education

The article explores the role of didactic experiments in the early construction of scientific concepts among primary school children. It highlights the formative value of practical and observational activities, which facilitate discovery-based learning and support the development of logical and causal thinking. The analysis focuses on strategies for designing and implementing experiments as an active teaching method, aligned with the age-specific characteristics of young learners. The concrete examples presented illustrate how experimental investigation stimulates curiosity, reinforces the understanding of natural phenomena, and contributes to meaningful learning grounded in direct experience and reflection.