Background: The question of the efficiency of withholding answers and the physical manipulation of material in science education has become the target of a large number of researchers (proponents of the Cognitive Load Theory) in recent years. However, no research has been found examining the contribution of these elements of teaching to the development of a deeper conceptual understanding and the retention of what has been learned in the scientific education of lower primary school students. Purpose: This research aims to examine whether withholding answers coupled with physical manipulation of material contribute to developing a deeper conceptual understanding and retention of learning about magnetism-related content in a hands-on (HO) learning environment on higher-level cognitive skills. Sample: The research involved N = 80 third graders (aged 9-- 10 years) from four classes of two primary schools from a smaller urban environment. Design and methods: The research uses a quasi-experimental design. The convenience sampling method was used in the research. Students were assigned into the following groups: DIHO (direct instruction + experimenter demonstration of HO -- no withholding answers + no physical manipulation) and IIHO (implicit instruction + independent student performance of HO -- withholding answers + physical manipulation). Results: The results of ANCOVA analysis show that the students in the IIHO group achieved a much deeper conceptual understanding and retention of what they learned about magnetism-related content at higher-level cognitive skill: I create when compared to the students in the DIHO group. Conclusion: It is assumed that withholding answers coupled with physical manipulation of material, contribute to the higher motivation and additional engagement of students on a mental level, which triggers a germane cognitive load, which is essential for productive learning.