SCIENCE: UNDERSTANDING CONCEPTS AT PRIMARY 6

By Good School Learning Hub

Science often becomes more challenging in the later primary years, not because the content is harder, but because the way students are expected to think changes. Many parents notice that their child can memorise facts yet struggle to explain answers clearly or apply ideas in new questions. After more than 15 years of teaching upper primary students, I have seen that most science difficulties come from weak conceptual understanding rather than lack of effort.

Problem:

A common concern among parents is that their child “studies a lot” for science but still loses marks. Answers may be incomplete, explanations unclear, or key ideas mixed up. Students often feel confused when similar questions produce different results. This can be frustrating for parents who see revision happening but not translating into consistent performance, especially as expectations rise in the upper primary years.

Details:

In primary science, understanding concepts is more important than memorising information. Students are expected to know why something happens, not just what happens. What we see year after year is that many students memorise keywords or model answers without fully understanding the underlying idea. When questions are phrased differently or require application to a new situation, these students struggle. This does not mean they are weak in science; it means their learning has focused more on recall than understanding.

Solutions:

To build stronger science understanding, students need to connect ideas rather than memorise them in isolation. Encouraging children to explain concepts in their own words helps reveal whether they truly understand. Asking “why” and “how” questions during revision builds deeper thinking and prepares them for application questions. Parents can support learning by focusing on clarity of explanation instead of length of answers, and by revisiting mistakes calmly to identify misunderstandings. Over time, this approach leads to clearer answers and more confident application.

Alternatives:

Some parents respond to science difficulties by increasing memorisation or drilling past-year questions. Others reduce focus on science to concentrate on other subjects. While both approaches are understandable, each has limitations. Memorisation without understanding can cause confusion when questions change, while avoiding the subject may leave gaps unaddressed. A more balanced approach strengthens core concepts first, then applies them through practice in different contexts.

Further thoughts:

Science in the primary years is about learning to think, not just learning facts. When students understand concepts clearly, they are better able to explain, apply, and adapt their knowledge — even under exam conditions. Parents do not need to turn science into a stressful subject. With steady guidance and an emphasis on understanding, students can approach science with greater confidence and clarity, laying strong foundations for future learning.