The term represents an integral element of each subject and forms the basis for the development of knowledge and mastery of knowledge acquired through the development of science. The school and the course book should enable students to adopt a system of scientific concepts from a certain field. This work deals with the analysis of the concepts of nature in the coursebooks of Nature and Society for the fourth grade of primary school, published by the publishers: Klett, New logos, and Bigz schooling. The research provides answers to the following questions: Are the concepts of nature explicitly represented in coursebooks? Do complete and incomplete logical definitions of the concepts of nature dominate in the coursebooks of Nature and Society? Is there a dominance of complete and incomplete logical definitions of different publishers and by the dominance of complete and incomplete logical definitions of the concepts of nature? Based on the results of research on the definitions of the concepts of nature in the coursebooks of Nature and Society for the fourth grade, it can be concluded that the coursebooks of Klett, New logos, and Bigz schooling have a very large number of undefined concepts of nature, greater than the number of definitions. Most textbooks about nature are in the textbook published by Klett (198 terms), followed by the textbook published by New Logos (174 terms), while the least notions about nature are found in the textbook published by Bigz schooling (142 terms). The most accurate definitions are in the textbook published by Klett (86 definitions), followed by the textbook published by New Logos (83 definitions), while the least definitions of nature are found in the textbook Bigz schooling (59 definitions). All of this points to the need for detailed changes to the analyzed nature and society textbooks from the publishing houses Klett, New logos, and Bigz schooling. This problem will certainly be the subject of academic discussion and some future research.

In contrast to classical teaching, innovative teaching about nature and society is based on innovative teaching systems and innovative didactic-methodical systems by which teaching is planned, implemented, and evaluated in reverse design. The goal of this conducted research is to identify teachers' assessments of their familiarity with innovative teaching systems and of their participation in the nature and society lessons that they implement. The research was based on the assumptions that teachers estimate that innovative teaching systems are important for the effective implementation of teaching content in teaching about nature and society, but that they use them insufficiently in teaching about nature and society for various reasons: it takes a lot of time to prepare the lesson, insufficient professional training, lack of material resources, children's lack of interest in work, etc. To determine this, in the first half of the 2022/2023 school year, on a sample of 109 teachers employed in primary schools in the area of Zlatibor district (Serbia), the research presented in this paper was conducted. Data collected by Scaler – IEC-CNS and processed with descriptive statistics showed that teachers estimate that they are insufficiently familiar with innovative teaching systems and that they apply them insufficiently in teaching about nature and society. It was also determined that the most common reasons for the insufficient application of innovative teaching systems in teaching about nature and society are lack of time, insufficient professional training, lack of material resources, and insufficient training of teachers. Based on the obtained results, research conclusions and pedagogical implications are given. It is necessary to train teachers for familiarization with innovative teaching systems and planning, implementation, and evaluation of innovative teaching according to innovative didactic-methodical teaching systems in reverse design by attending training programs and acquiring knowledge through independent self-education.