The aim of this study is to examine the impact of conducting experiments on the understanding of content in elementary school students. The research was conducted among eighth-grade students on the topic of a Simple Electric Circuit. The students were divided into those who did not conduct the experiment and those who did. Students without the experiment listened to a lecture in which a simple electric circuit was drawn on the board, and its components were explained in a calm and controlled atmosphere. On the other hand, students who conducted the experiment did not have such an introduction, and their first encounter with a simple electric circuit was the experiment itself and connecting the circuit. The results showed that students who did not conduct the experiment better absorbed the material, as indicated by the survey given to them. This result deviates from previous research with a similar focus. A significant factor in this is the lack of an introductory overview lecture for the group that only conducted the experiment. Additionally, the experiment was conducted in a group of 21 students, requiring individual assistance for each student, and students helped each other, creating a creative and cheerful atmosphere. It would be interesting to continue this research by: (i) providing a theoretical introduction to the group conducting the experiment; (ii) conducting a follow-up survey over a specific period to observe the impact of the experiment on students' long-term memory.