Abstract
<jats:p>The research aims to provide a theoretical substantiation and an experimental verification of the effectiveness of forming initial scientific concepts (using chemistry as an example) in eighth-grade students. This is achieved through personalized learning integrated with the systematic use of digital video experiments, supplemented by a set of multi-level problem-based questions and tasks. The study identifies, substantiates, and reveals the structural and content details of the hierarchically interconnected components of personalized learning: theoretical-methodological, instrumental-technological, and didactic-procedural. The scientific novelty lies in the substantiation and description of the structural and content characteristics of the personalized formation of initial scientific concepts (exemplified by chemistry), taking into account the individual cognitive capabilities of eighth graders. The results demonstrate that the implementation of the identified components of personalized learning leads to a statistically significant increase in the mastery level of initial chemical concepts, as well as growth in intrinsic learning motivation and cognitive activity among students in the experimental group.</jats:p>