The aim of the research is to study the effectiveness of the context-based learning approach in acquiring scientific concepts in science for primary school students. The researcher followed the experimental approach with a semi-experimental design with two equal groups (experimental and control). The fourth primary for the academic year 2021-2022, with (60) students for the experimental group and (60) students for the control group, then the experimental group studied the "Movement" unit according to the strategies of the context-based learning approach, which is (REACT strategy) Cooperating (Transferring Learning) The strategy of the five-year learning cycle (preparation, suspense, attention, Engagement, Exploration, Explanation, Expansion, Elaboration, Evaluating), the control group was studied using the usual method of teaching, and the test of acquiring scientific concepts was applied before and after on the experimental and control groups, and the data was processed statistically. And reaching, discussing and interpreting the results. The results showed:
1- There are statistically significant differences at the level of significance 0.01 between the mean scores of the students of the experimental group and the control group in the post application of the test of acquiring scientific concepts in favor of the experimental group.
2- There are statistically significant differences at the level of 0.01 between the mean scores of the experimental group students in the pre and post applications of the test of acquiring scientific concepts in favor of the post test.
In the light of these results, recommendations and proposals were presented.