Abstrakt
The student's conceptual knowledge is knowledge of terms used in a given field of science; understanding their meaning; ability to define basic concepts; knowledge of the structure and hierarchy of concepts; ability to see logical relationships between concepts; ability to divide and classify concepts properly. The structure of concepts arising in the mind of a student in the learning process very strongly depends on the structure of concepts presented to the student in the learning process.
Therefore, it is important to study the structure of science curricula and compare their consistency. The structuring of teaching content is designed to determine the structure, hierarchy of concepts in the curriculum under study.
It consists of isolating key concepts and connections between them. As a result of these activities, a picture of relationships is obtained indicating the basic concepts for a given science and derived concepts.
The article analyzes the comparative curriculum for elementary school in science subjects (biology, chemistry, geography, and physics). Research hypothesis: The structure and hierarchy of concepts in chemistry are different from the hierarchy and structure of concepts in other natural sciences, and therefore require specific time planning.