Abstract
The priorities of reform of primary education is to create conditions for acquisition by students of new knowledge in the process of learning basic academic subjects, in particular knowledge of the educational area "Natural Sciences". The authors study the scientific and conceptual framework of the study and stated that the content of the school subject "natural Science" in elementary school is the system of concepts that are interrelated and evolve in a logical sequence. These concepts are divided into simple, complex, special and sagaminopteron. Simple concepts carry only one item of knowledge (e.g., type of root system of the plant). The content of each concept develops over time, is complicated and it becomes difficult. Complex concepts contain a few simple (for example, in challenging the notion of "stem – vegetative body" containedknowledge of anatomy, physiology, morphology, ecology, etc.). Special science concepts are complicated. They are assimilated by students when studying one section of subject environmental studies. Sagaminopteron concepts are being formed throughout the 4 years study of the subject Natural, as if they are "pass-through". For example: individual development of organisms, metabolism and energy transformation, and the like. This group of concepts is the most important because it is the basis for the formation of the scientific picture of the world. Analyzed various theories for the formation and development of concepts and focused on theory scholar and author of textbooks on natural Sciences Nicholas Versa. The authors believe that this theory has preserved its relevance and significance to today. In the process of learning concepts, the authors identified three stages: preparatory – the observation of facts, combining them into a group, highlighting common features; the main step is to build the definition of a new concept; the next stage of the deepening, enrichment, accumulation of a large number of distinguishing features.
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