<![CDATA[Practical activities constitute an important component of elementary science learning because they provide students with opportunities to connect scientific concepts with observable phenomena. This literature review examines the pedagogical functions of experiments and demonstrations in elementary school learning, particularly in developing conceptual understanding, science process skills, critical thinking, learning engagement, scientific attitudes, social competencies, and authentic assessment. A narrative-integrative literature review was conducted by examining 25 relevant scientific and policy sources published primarily between 2004 and 2026. Sources were selected based on thematic relevance, scholarly credibility, methodological contribution, and direct relevance to science learning, inquiry, practical work, experiments, or demonstrations. The synthesis indicates that practical activities are most effective when they integrate physical engagement (hands-on) with cognitive processing (minds-on). Experiments provide greater opportunities for students to manipulate variables, collect evidence, and construct conclusions, whereas demonstrations are particularly useful when activities involve safety risks, complex equipment, limited resources, or the need for teacher modeling. However, physical activity alone does not automatically produce conceptual understanding. Teacher questioning, scaffolding, prediction, observation, discussion, evidence-based explanation, and reflection are critical mediating factors. The review concludes that experiments and demonstrations should be positioned as complementary pedagogical strategies within guided inquiry rather than as competing instructional methods.]]>
