In the thesis the use of plastic and glass bottles as didactic tools in selected topics from the primary school physics curriculum is presented. The selection of topics is based on specific criteria, such as: the topic is marked with (E), indicating that experimental work by pupils is intended; experimental work is not intended, but bottles can be used at least for demonstration experiments; or, due to the nature of the topic, experiments with bottles could be included. One of the main principles for choosing topics is to identify as many experiments as possible in which at least one tool can be replaced by a bottle. For each experiment, a theoretical background is provided in the form of a brief explanation. For some experiments, depending on the material used, safety and accuracy are tested. Didactic guidelines and tips for teachers to ensure the best visibility of the observed phenomenon are included in the instructions. The usefulness of bottles is expected in pupils’ independent work at home, where access to the same laboratory equipment as at school is lacking; in inquiry-based learning; and in schools in developing countries, where teachers need to be resourceful as didactic tools are either nonexistent or not easily available. Most of the experiments presented are also suitable for remote learning due to the simplicity of the tools used. Some experiments can be used to deepen pupils’ understanding of physics topics by encouraging critical thinking and helping them connect previously acquired knowledge. Most of the experiments described in the thesis can also be used in science shows or Experiences, as they are called in Slovenia's science centre Hiša eksperimentov (The House of Experiments). An example of a script for such a show is presented near the end of the thesis.
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