Thearticle deals with the issues of introduction of scientific and normative notions in pedagogic research. The author marks the objective and subjective difficulties in elaboration of terms and notions. It is proved that the objective difficulties are connected with the renewal and change of categories and notions of pedagogy and education in the period of its modernization, appearance of a number of normative notions that vary from the key scientific notions in pedagogy. The subjective difficulties are connected with gaps in knowledge of a researcher: lack of knowledge in methods of pedagogic notions, logical and methodological principles of introduction of notions in the system of pedagogy and its sectors. The article reveals the contents of scientific and normative notions, determines their correlation and priority of usage.