Class of „Nature and Society“ is often reduced to the teaching type of class. But, apart from that, it is much more - the class of „Nature and Society“, other than through theory, can also show a lot of things in a practical way. It is through a practical teaching method that it is possible to introduce students to the world of research and make it easier for them to understand each individual subject unit. In addition to facilitating learning, we are moving away from the traditional approach to teaching where the student is a passive figure. Through practical work in “Nature and Society”, we introduce students to a class of a modern approach, where we place them at the center and help and direct them towards independent research and discovery of the world around them. The practical works that this thesis will talk about the most are experiments in the class of „Nature and Society“. Experiments are artificial inductions of natural changes for the purpose of their study. They are extremely important, in addition to encouraging the student to independently explore and discover, help him to involve all his senses easier, encourage him to think more, find problems and solutions to the problem, develop logical and creative opinion and develop the capabilities for life. This thesis investigated the impact of practical work on students. There were 83 students that participated, i.e. two third grades and two fourth grades. Knowledge, motivation, activity and reactions of students who watched the performance of the selected experiments live (experimental group) and those who watched the same experiments via audiovisual recordings (control group) were observed and compared. Before and after performing, i.e. watching the audiovisual recordings of the experiments, both groups of students, control and experimental, wrote the same initial knowledge test with the same questions in order to see if there is a difference in student knowledge and how big it is before and after the performed, i.e. watched, experiments. Through various analyses, it was proven that the students of the experimental group had significantly better results on the initial knowledge test than the control group. Carrying out live experiments, as well as participating in the execution of some, allowed them to better see more detail. Because of this, their observations and conclusions were significantly richer and more accurate, and the results of the initial knowledge check after the witnessed experiments were close to 100% compared to the control group that had the opportunity to watch the same experiments only through audiovisual recordings.Therefore, experiments in primary school education should be represented as much as possible, and teachers who are well trained to conduct experiments will know the right way to show them and pass on a certain dose of desire for research to students. In addition to quality teacher preparation, a very important role here is played by the equipment of the school, ie an adequate workplace for conducting experiments, as well as all the necessary accessories and materials. But if the teacher does not have certain support from the school, colleagues and the principal, conducting experiments will be more difficult, sometimes even impossible, which will leave students deprived of a new, very interesting and rich learning and research experience.