Abstract
The article analyses the scientific and methodological foundations for forming primary school students' concepts about nature. It substantiates that concept formation is a consistent process comprising the stages of perception, representation, the singular concept, the general concept, and the composite concept, and shows how these stages correspond to the thinking characteristics of early school age. Particular attention is given to the risk inherent in an approach based on rote memorisation of concept definitions - the phenomenon of the pseudo-concept.
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