Science and Chemistry in Primary Education in Spain: Curricular Regulation, Pedagogical Foundations, and Experimental Activities

Science and introductory chemistry in Primary Education are essential for developing systematic observation, questioning, and evidence-based reasoning in pupils aged 8 to 12. In Spain, current educational legislation explicitly integrates scientific competence and practical inquiry into the primary curriculum. This article examines the teaching of natural sciences and chemistry by analyzing the national legislative framework—specifically Organic Law 3/2020 (LOMLOE) and Royal Decree 157/2022—and establishing pedagogical foundations based on Predict-Observe-Explain (POE) sequences and cognitive conflict. Furthermore, the work presents a practical proposal comprising ten structured experimental activities —covering thermal absorption, chemical change, density, emulsions, magnetism, light refraction, and electric circuits— that were carried out in a primary school setting. These activities illustrate how simple, low-cost experiments can be embedded in real primary classrooms to promote STEM competence and scientific reasoning.