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The existence of an object, non-superimposable on its mirror image, constitutes the phenomenon of chirality. This phenomenon is often treated as a curiosity without broader practical consequences. This paper aims to show the significant implications of chirality for chemistry and biology. Chirality is inherent to all living organisms and is essential for their function. For instance, biomolecules are composed of chiral building blocks (amino acids, monosaccharides), which are chiral and occur predominantly with one sense of handedness (homochirality of life). The explanation of the evolution of the homochirality of life therefore helps answer one of the important questions connected with the origin of life.. The paper concludes with a section devoted to current Czech stereochemical terminology. An experimental procedure describing the isolation of carvone enantiomers from natural sources is also included. [ABSTRACT FROM AUTHOR]

Most woody plants belonging to the order Pinales have needles. Their anatomy has adapted to external conditions – mainly the deficit of water during winter. In cross section, the needles are different in shape, but the leaf anatomy of coniferous species is quite similar. However, there are inter-species differences in arrangement of hypodermis, in the type of mesophyll, in the number and arrangement of resin ducts, and in the number of vascular bundles. Needles are a suitable material for Biology lectures. Their advantage is their availability every season of the year. This paper offers some options for the observation of needle anatomy, recognition of species differences, and the use of an anatomical identification key. [ABSTRACT FROM AUTHOR]

The understanding of technical concepts is a prerequisite for science education. Education cannot proceed satisfactorily unless the teacher and the pupil have the same (or at least very similar) conceptions of the same content under the same word. The process of concept acquisition (crystallization) starts with motivation (the pupil’s willingness to acquire the concept), proceeds through isolated models and their generalization to generic models and abstraction. In this paper, one of the pathways by which crystallization can be fostered, i.e., systematic work with isolated models, is presented. Examples representing typical models, atypical models and apparent models are sought for basic systematic categories (classification of birds, fish, etc.). For reference purposes, QR codes linking to worksheets for teachers and pupils are embedded in the paper. This method can be recommended for practicing the understanding of all taxonomic categories as well as other abstract scientific concepts. [ABSTRACT FROM AUTHOR]

The existence of an object, non-superimposable on its mirror image, constitutes the phenomenon of chirality. This phenomenon is often treated as a curiosity without broader practical consequences. This paper aims to show the significant implications of chirality for chemistry and biology. Chirality is inherent to all living organisms and is essential for their functioning. For instance, biomolecules are composed of chiral building blocks (amino acids, monosaccharides), which are chiral and occur predominantly with one sense of handedness (homochirality of life). The explanation of the evolution of the homochirality of life is therefore one of the important questions connected with the origin of life. The paper also shows why asymmetry with respect to mirror reflection is a general attribute of our world. Historical milestones in the scientific reflection on chirality are also presented, starting with the French crystallographers of the late 18th century, through the work of Pasteur, the fundamentals of organic stereochemistry postulated by van 't Hoff and Le Bel, the elucidation of a structure of monosaccharides by Fischer, and ending with the discovery of the absolute configuration of a molecule and the confirmation of parity violation of weak interaction. [ABSTRACT FROM AUTHOR]

Practical exercises should form an essential component of high-quality first aid courses. However, incorporating them into school curricula often encounters several challenges. Among the most prevalent issues are the insufficient availability of resources, primarily resuscitation mannequins, and the relatively large class sizes. These factors can result in limited space for effective hands-on exercises for every student within a single class session. To address this, one potential solution involves dividing the students into smaller groups. In this approach, the teacher can focus individually on guiding practical exercises for one group, while the remaining students engage in alternate activities, such as completing independent worksheets. The groups can subsequently rotate, ensuring that all students receive dedicated attention during the lesson. Consequently, the objective of our research was to develop a collection of educational tasks designed to be compiled into worksheets, facilitating independent work among students. We devised a total of nine distinct task types, presented in four different variations (yielding a total of 36 tasks), and organized them into four comprehensive worksheets. Subsequently, we evaluated the practicality of these worksheets through a trial involving 86 elementary school pupils. The assessment questionnaire indicated that the tasks were highly practical, comprehensible, suitably challenging, and relatively enjoyable, according to the feedback from the students. The paper contains more detailed information about the evaluation process, as well as a link to download all of the prepared worksheets, including the author’s solutions and methodological recommendations for teachers. [ABSTRACT FROM AUTHOR]

Fieldwork education is a mandatory part of the educational process in Czechia. Within the framework of education, it is also recommended to use interdisciplinary (intersubject) relationships. However, such fieldwork education, which would ac- centuate this interdisciplinarity, is often absent from the conceptual strategy of schools in Czechia, or interdisciplinary links are often implemented randomly in fieldwork education. Their educational potential is used only to a small extent. The aim of this paper is to describe the didactic concept of the Geocamp summer school, which took place in July 2023 in the Ralsko National Geopark with the participation of experts from GeoCamp Iceland and, from a didactic point of view, focused precisely on the development of interdisciplinary relationships within the framework of fieldwork education and mainly in the educational area of Man and Nature at the elementary school level (ISCED level 2). Emphasis was also placed on the connection with the cross-cutting topic of Environmental Education (formation of a relationship to a place). The teaching is based on the constructivist concept; it is also based on the concept of inquiry-based learning and conceptual learning, uses various forms of fieldwork, and is aimed at fulfilling cognitive, conative, but also affective educational goals and the development of several important student competencies. [ABSTRACT FROM AUTHOR]

Within the order Neuroptera (net-winged insects), we find aquatic larvae in two families: lance lacewings (Osmylidae) and spongillaflies (Sisyridae). The giant lacewing (Osmylus fulvicephalus) is the only species of the Osmylidae in the Czech Republic. The adults are diurnal or crepuscular weak-flying insects which mostly prey on small invertebrates, supplementing their diet with some pollen. Eggs are deposited in damp places, usually near fresh water. Adults have transparent spotted wings, and short, thin antennae. They have two compound eyes, as well as three ocelli in-between. Giant lacewing larvae have peculiar mouthparts which look like a thin forceps with the ends bending outwards. The body is elongated and slender and terminates in two extensible graspers bearing tiny hooks; these are used to aid in locomotion and to grasp prey. The larvae are associated with damp, mossy habitats and are amphibious. They hunt small invertebrate prey, from which they suck the body fluids with their mouthparts. Giant lacewing larvae are best collected by picking through mosses and stones along the edges of streams. The forewings of adult spongillaflies (Sisyridae) have a span of 4-10 millimeters, and their wings are grayish or brownish, folded like a roof The sessile eggs of Sisyridae are laid singly, or in groups, on objects that overhang water. Their water larvae have spindly legs, long antennae, and flexible, threadlike mouthparts. However, the second and third instars carry seven pairs of jointed, movable tracheal gills beneath their plump abdomens. Sisyridae larvae probe sponges with their long, flexible mouthparts. They are believed to feed exclusively on freshwater sponges, and they are unique among the Neuroptera in having segmented abdominal gills that function for breathing. After feeding and development, the mature larvae swim to the shore, attach to objects close to the water, and spin double-layered cocoons within which they pupate. Rearing Sisyridae larvae in the lab can be complicated due to the difficulty of keeping their sponge host and food source alive. Larval Sisyridae can be collected via a variety of methods, including taking them by hand from sponges, using benthic samplers in lo tic habitats. This paper describes the conditions for rather short-term rearing of the larvae of lance lacewings and spongilla flies and some ideas for experiments and observations in a school aquarium. [ABSTRACT FROM AUTHOR]

This paper discusses carnivorous plants in biology education. It presents the results of a content analysis of the Czech curriculum and textbooks for teaching the thematic area of Plant Botany intended for students of secondary education. The aim of the research was to find out whether specific teaching about carnivorous plants is present in these documents and, if they are, to clarify its nature. Eighteen textbooks for the second level of primary school and two textbooks for upper secondary schools were analyzed. The results of the content analysis show that the concept of carnivorous plants does not exist in the Framework Educational Program for Primary Education, but there are themes that can be developed through the teaching of carnivorous plants. In 67% of the textbooks for primary education there was at least one mention of carnivorous plants, with the most frequent mention being of the round-leaved sundew as a plant found in Czech peat bogs, followed by information on how they “hunt”, what other functions the leaves have, or “why these plants are carnivorous”. Both textbooks analyzed for secondary schools contained brief information about carnivorous plants. The results showed no association between the frequency of information on carnivorous plants and the number of pages, valid Ministry of Education, Youth and Sports endorsement, the designated year, the year of first publication, and the authors of the textbooks. [ABSTRACT FROM AUTHOR]

Computer simulations are a good example of the use of ICT in teaching science subjects. They allow students to have a more detailed view of the principle of the real system under study and thus offer new possibilities to support teaching. However, with the increasing availability of online simulations, the problem of selecting them for a specific teaching situation arises. This paper focuses on the mapping of criteria for the evaluation of computer simulations, using the example of electrolysis and galvanic cell as important representatives of the electrochemistry curriculum. The evaluation criteria were selected based on the analysis of several research studies conducted in the field of the application of simulations to chemistry teaching. These criteria were then used to evaluate the cocreated online available simulations of electrolysis and galvanic cell. From the results of the fulfillment of the selected criteria, computer simulations for teaching electrochemistry in high school are recommended. [ABSTRACT FROM AUTHOR]

Electrolysis has long been a well-known and relatively widespread process in education at primary and secondary schools, which is used mainly as a demonstration experiment in front of students. We most often encounter simpler applications (for example, electrolysis of water or sodium or copper (II) chloride solution). This paper is focused on the lesser-known electrolysis of aqueous solutions of metal salts, which precipitate in a crystalline form in the form of micro trees (dendrites) when an electric current passes through it. For example, dendrites of tin, lead, silver, or copper, which differ in shape, can be prepared in this way. Dendrites are stable and can be easily isolated from a solution. The purpose of the paper is to bring electrolysis closer to high school students, which is effective and very interesting for them, but at the same time financially inexpensive and saves time, because these crystallizations take place in minutes and students can directly observe the nascent product. The paper also evaluates selected conditions (the influence of the substances used and their concentration in a solution, size of applied voltage, electrode material), which can have a fundamental influence on the rate of crystal formation or their shape and size. The theoretical background of electrolysis is mentioned only marginally in the paper, because it is quite extensive, complex, and not crucial for the given matter. [ABSTRACT FROM AUTHOR]

Can chemical experiments also motivate students during distance learning if experiments that students are able to perform at home are selected? This paper presents the results of a research survey concerning the attitudes of 2nd-year grammar school students to home chemical experiments performed during distance learning. The paper also includes instructions for specific validated experiments, applicable in the home environment. [ABSTRACT FROM AUTHOR]

This paper is based on a literature review and subsequent analysis of found publications published in the years 2000–2020 which showed an increasing trend in the use of mobile applications in science teaching and the current issues of using mobile applications as a support tool for science teaching. One of the main reasons for the use of mobile applications in science teaching is the modernization of teaching methods, to expand knowledge, to evaluate and test knowledge, to engage students and so on. Based on these conclusions, a search was made of available mobile applications that can be used to support the teaching of chemistry on the Google Play, Microsoft Store, and App Store platforms and their didactic analysis focused on their content and interactivity. The structure of the atom was chosen as the thematic area, which is especially demanding in initial chemical education for the creation of mental models. The use of visualizations in mobile applications can facilitate this situation or, conversely, lead to misconceptions. There are mobile applications on the market that are suitable for teaching. After entering the keyword “atom”, there is a large number of applications on the menu and it is necessary to select the most suitable one according to the specific educational goal. [ABSTRACT FROM AUTHOR]

This paper deals with an experiment during the bachelor’s study at the Department of Chemistry, FPE UWB in Pilsen and its importance for the training of future chemistry teachers. The focus of the work is in the organization and content of laboratory exercises in organic chemistry. This ranges from the classic concept of laboratory exercises to procedures appropriate to current legislation and pursuing economic and environmental considerations. The exercises are spread over six working days and include work with smaller quantities of substances in addition to macro scale work. Particular attention is paid to the preparation of ethyl acetate using the classical method, including analysis of the individual steps of the procedure. A modified esterification procedure suitable for use in secondary education is also mentioned. In addition to work based on synthesis, the isolation of natural substances is also applied. Much attention is paid to the work on the stabbing and chromatographic methods. The importance of quoted sources for a deeper understanding of the incremental problems of certain procedures is highlighted. [ABSTRACT FROM AUTHOR]

At many secondary schools, geology is taught by geography and biology teachers. The aim of this paper is to provide them with a draft of a geological school field trip focused on rocks. It facilitates preparation of a petrological field trip that makes use of an urban environment. The paper describes a route running through the New Town and the Old Town in Prague that enables pupils to learn about various rocks which are used as building materials for historical monuments. The route is designed in such a way that makes it possible for teachers and their pupils to undergo it on foot and to see various rocks, namely marlite, sandstone, granite, travertine, serpentinite, marble, and slate. Buildings that can be seen on this route were built in various historical periods. They are a Romanesque rotunda, Gothic town halls, a Baroque church, Neo-Renaissance buildings, and edifices built in a variety of modern styles during the 20th century. Furthermore, the text summarizes advice for teachers on how to prepare such a trip in other quarters of Prague or in another city, and how to modify it by turning attention to sculptures, paving, or the interiors of edifices. The paper refers to literature suited for the preparation of this kind of excursion in Prague. The text also suggests tasks for pupils. This type of field trip is appropriate as well as for pupils of lower and higher secondary schools. Its greatest benefits lie in strengthening connections between subjects that seemingly have nothing to do with one another (geology and history), the pupils getting to know their home town, and cultivating the pupils' sense for fine arts. [ABSTRACT FROM AUTHOR]

Sketchnoting is a method of non-linear note-taking using text and visual elements. The product of sketchnoting is a sketchnote – a visual-textual object that captures information from the words heard. Information is represented by text, symbols, arrows, frames, and other visual elements. Sketchnoting emanates from the theory of dual coding and the theory of multimedia learning, which are based on the fact that a learner retains information more permanently if he/she processes it verbally and visually at the same time. Sketchnoting is applicable to the learning process, as in the course of creation of a sketchnote, a learner concentrates, thinks and evaluates what to record, distinguishes the relevance of information, and works with his/her imagination. In this paper, we address sketchnoting as a tool to support learning and it shows examples from the content of the subject of geography. With this paper, our aim is to disseminate this method to geography teachers. [ABSTRACT FROM AUTHOR]

This paper introduces one of the nine national geoparks in the Czech Republic– the Region of the Knights of Blaník National Geopark. The paper explains the national geopark system and what it offers to schools. The Region of the Knights of Blaník National Geopark contains primarily ancient metamorphic and igneous rocks of the Moldanubian Zone. The paper also suggests convenient destinations, trails and information sources for school excursions and school trips. It describes two suggested excursions –to the top of Velký Blaník Hilland to the former Roudný gold mine. An interesting example of a school activity is the stone geological map in Louňovice pod Blaníkem. [ABSTRACT FROM AUTHOR]

The "atom" is a concept that students encounter in both physics and chemistry. The difficulty of the explication of this concept is that it is a highly abstract construct. Teachers use different models, analogies and metaphors during the explanation of this concept as well as various anthropomorphic formulations. However, pupils often create their own models in their minds and their ideas may differ considerably from the idea of the atom that their teachers have. The aim of this paper is to present one of the most common misconceptions, "animism", i.e., the idea that an atom is alive (that it has the characteristics of a living organism). The frequency of the occurrence of misconceptions associated with animism is illustrated with the example of research into ideas about atoms that we carried out in the Czech Republic on a set of pupils from one fourth class of an eight-year secondary grammar school and from six classes of the ninth grade from lower secondary schools as well as on a set of pre-service primary student teachers and bachelor's students of natural sciences from several Czech universities. All participants of this study were quizzed on their understanding of the concept of an atom using a one-tier diagnostic test which included some of the most common misconceptions about atoms that have been identified in international education research. In this paper, we comment in detail on the results obtained from the respondents' answers to two test items that were related to animism. Our research has shown that especially pupils from lower secondary schools and also pre-service primary student teachers have many misconceptions about the atom associated with animism. Many of them are most likely related to the fact that pupils and students confuse atoms and cells and often atoms and molecules too. The most widespread misconceptions include the idea that when an animate being dies, the atoms cleave to simpler parts and those then create new atoms, and the idea that atoms cease to exist once an animate being decomposes. [ABSTRACT FROM AUTHOR]

Proteins are one of the basic groups of macromolecules which are part of all cells (and viruses) and play crucial roles in them. Visualization of protein structure and its changes in 2D can be a challenge. Another challenge for students is in connecting knowledge about different levels such as DNA-protein structure-phenotype. Therefore, it is advisable to seek out options on how to visualize structures and actions which are too small to be observed directly. In this paper, we present an interactive three-dimensional online encyclopedia of (mainly) protein, nucleic acid and other macromolecular structures, Proteopedia (http://www.proteopedia.org). Proteopedia contains a great deal of information, e.g., visualization of protein structures which can be used while teaching biology or science. As with Wikipedia, registered users can create content. A description of creating mutations from existing Proteopedia sites in other languages is a part of the presented paper. A tutorial "How do we get the oxygen we breathe" was translated as a first example from the Czech version of the Proteopedia site. This tutorial shows the relationship between protein structure and its function, as well as the influence of a single nucleotide DNA mutation on both protein structure and function causing sickle cell anemia. [ABSTRACT FROM AUTHOR]

This paper presents a new methodology for dermoplastic mounts of whole fish. It is intended primarily for science and biology teachers. The results are based on mapping out both modern and traditional methods of fish taxidermy. By empirical verification and the introduction of new methods, a comprehensive manual of fish taxidermy was created. The manual can serve as a useful didactic tool. The methodology also describes the issue of obtaining and storing fish samples. A prerequisite for exemplary taxidermy is vast knowledge of fish anatomy, and the methodology can also be used as a guide to possible anatomical autopsy. The output of the practical part of the paper is dermoplastic models of fish, which have become part of the samples at the Department of Biology and Environmental Studies of the Faculty of Education, Charles University, where they are intended for educational purposes. The methodological part of the paper evaluates the experience gained during the process of model creation. Some recommendations have been made regarding the suitability of the necessary materials and tools, the choice of method and its advantages and disadvantages, such as the formation of eyes for the resulting taxidermy or the use of modern filling materials, polystyrene forms, etc. The paper also provides pedagogical suggestions for teachers and draws attention to possible interdisciplinary overlaps. [ABSTRACT FROM AUTHOR]

Today´s biology curriculum at levels ISCED 2 and 3 consists of many topics like genetics, evolution, and ecology that are on the one hand very important and help students to understand complex processes that shape the environment around them, but on the other hand, are also difficult to comprehend. The main problem with these topics is that processes within their scope occur on multiple levels of biological organization that also interact among themselves in diverse ways. The biology curriculum and textbooks introduce levels of organization (molecules, cells, tissues, organisms, populations, etc.) and describe the characteristics and functions of entities at each level (like cells and their organelles). Unfortunately, in the case of the Czech Republic and other European countries, they do not sufficiently promote the connections among the levels of biological organization and concepts and processes on, and across, the levels, and therefore, they lack coherence in the presented information. This lack of coherence then easily results in misunderstandings by students of scientific concepts (like respiration or heredity). To cope with these problems, there are currently many strategies that help to promote students’ coherent understanding of biological phenomena. One of them is the Yo-Yo Strategy, that helps students to define, connect and navigate among the levels of biological organization. In the paper, we discuss how to start using this teaching and learning method successfully in class in order to influence positively students’ understanding of even very abstract biological topics. [ABSTRACT FROM AUTHOR]

This paper presents and discusses the results of a short qualitative survey on the error rate in children‘s books on nature, which I conducted among members of the Facebook group Přírodovědný kvíz (Science Quiz) in April 2020. From the research, it emerged that there are truly many errors in children‘s books on nature. The discovered errors can be categorized as wrong names (the name of species or genus does not correspond to the illustration or photo), wrong classification or grouping, wrong occurrence or wrong co-occurrence of more organisms, wrong behaviour patterns (especially in regards to food), wrong body shape or part, and wrong orientation of body parts. The use of such books on nature with errors interferes with the development of scientific literacy, especially the development of scientific language. It also affects the behaviour of children who want to imitate the heroes of children‘s books and, who, for example, subsequently carry hedgehogs home and feed them milk. Pre-school teachers and parents without a background in scientific education usually have trouble identifying such mistakes. Thus, pupils enter primary schools having learnt incorrect names of a great deal of species, as well as various misconceptions, which in some cases persist into adulthood. [ABSTRACT FROM AUTHOR]

This paper is dedicated to horse chesnut as a suitable model organism for teaching botany at all levels of our schools. Horse chestnut is literally predisposed to didacticisation in botany teaching due to its general distribution, large and conspicuous organs; we are basically sure that pupils really know it. The paper focuses mainly on the morphological and anatomical characters that can be demonstrated during teaching biology; topics that are conspicuously or typically developed - firstly its origin (geographic and etymological), later it is devoted to vegetative and finally reproductive organs. The parasite horse-chestnut leaf miner is also discussed. It provides a description of all aspects and broader contexts that can be beneficial in school teaching; this paper does not attempt to present this information in the form of a project proposal or comprehensive activities, rather it should inspire and encourage laboratory and field work in biology classes in common ways - we believe that teachers will choose activities that are appropriate for their teaching. In addition to botanical content, the paper also links to the teaching of microbiology or chemistry to facilitate the use of interdisciplinary topics both in biology and in the natural sciences. The paper is divided in two following up parts; this part focuses on common characteristics and vegetative organs. [ABSTRACT FROM AUTHOR]

The use of an academic essay in teaching chemistry develops students‘ critical thinking, their ability to work with information from relevant sources and argue. At the same time, it also serves as a valuable diagnostic tool for identifying students‘ ideas about various scientific concepts. This paper maps the opinions of chemistry teachers and grammar school students on the use of the essay, while the answers of the respondents show that the essay is used by only 23% of interviewed teachers and only 15% of interviewed students wrote it in chemistry classes. The teachers considered the time-consuming nature of the task to be the biggest problem. Teachers who do not use the essay to teach chemistry usually do not have enough information about this method. At the same time, they said that they would start using essay writing if they had more time to teach and if they were convinced of its effectiveness. The survey showed that students consider it important to acquire, during their secondary school studies, those skills that can be developed through writing the academic essay, such as searching for and analyzing information, processing the information into a logical whole and creating one’s own position on the issue. [ABSTRACT FROM AUTHOR]

During their evolution, plants have developed a number of mechanisms to resist biotic and abiotic stressors. Evolution is an endless process, which continues, of course, even today. In the case of crop plants, however, evolution's original contingency is replaced by targeted breeding. This is based on the same natural processes - mutagenesis, hybridization and selection. However, the classical techniques are now significantly complemented by genetic engineering methods. Based on knowledge of the molecular basis of plant stress resistance mechanisms, these processes are subsequently used to obtain new, practically- useful genotypes. The present paper is therefore aimed at explaining the biological effects of drought or salinity from the molecular level to the complex reactions of the whole organism. Subsequently, the paper illustrates various opportunities for using transgenic techniques (gene modifications, GM) for the construction of crops resistant to these stressors, explains their gene background and illustrates, in selected examples, both the history of partial research strategies, their present status and also their prospects. In addition, the paper briefly informs about a new technique of gene editing (GE) based on the mechanisms of natural repair of the plants' own genes. This precise mutagenesis has also found practical, revolutionary, applications both in human gene therapy and in effective "nature-close" breeding and plant protection. [ABSTRACT FROM AUTHOR]

This paper is dedicated to horse chesnut as a suitable model organism for teaching botany at all levels of our schools. Horse chestnut is literally predisposed to didacticisation in botany teaching due to its general distribution, large and conspicuous organs; we are basically sure that pupils really know it. The paper focuses mainly on the morphological and anatomical characters that can be demonstrated during teaching biology; topics that are conspicuously or typically developed-firstly its origin (geographic and etymological), later it is devoted to vegetative and finally reproductive organs. The parasite horse-chestnut leaf miner is also discussed. It provides a description of all aspects and broader contexts that can be beneficial in school teaching; this paper does not attempt to present this information in the form of a project proposal or comprehensive activities, rather it should inspire and encourage laboratory and field work in biology classes in common ways-we believe that teachers will choose activities that are appropriate for their teaching. In addition to botanical content, the paper also links to the teaching of microbiology or chemistry to facilitate the use of interdisciplinary topics both in biology and in the natural sciences. The paper is divided in two following up parts; this is the second part that focuses on reproductive organs. [ABSTRACT FROM AUTHOR]

This paper focuses on the possible modifications of time-consuming and materially demanding experiments for teaching purposes. The aim is the complex utilization of experiments for demonstrative purposes, putting to an effect several principles and techniques, while best limiting the undesirable side effects observed in the original experiments. In the opening part of this paper the fundamental concepts are introduced. The significance of improvisations and modifications is illustrated with an example of the modification of burners which were originally designed for coal gas. The principle of these modifications lies in constriction of the gas nozzle for the purpose of using natural gas instead. As an example of the rationalized modification, suitable for sundry levels of education, is introduced the ethyne preparation as the hydrolysis of calcium carbide in the specially designed simple apparatus. Suggested modification enables to monitor basic properties of emerging ethyne, while securing conditions out of danger. A modification of the platinum catalyzed oxidation of alcohols is the second example. The mentioned embodiment enables monitoring of an oscillatory reaction. The modification is originally suggested for methanol oxidation, but it can be used also for ethanol oxidation when conditions are changed a little. The oscillatory reaction is divided into three phases: 1. reaction initiation by putting preheated platinum spiral into a flask above the alcohol surface, 2. supplanting some air oxygen by an emerging aldehyde and slowing the processing reaction, 3. fresh air influx into the cooling flask to start reaction again. [ABSTRACT FROM AUTHOR]

Scholarly understanding of educational effectiveness as a relationship between desired (expected) goals and achieved results is an extremely complex matter. If we start from the assumption that striving for the effectiveness of education is a correct and socially justified intention, we need to know the tools with which we can measure the effects of education and the result we want to get closer to. But what is the real point of geographic education? Who decides what is considered a desirable outcome? And is the effort to achieve the performances defined in educational standards the meaning of education? In Slovakia, there has been no national-level research dealing with determining the effectiveness of geographical education. In our article, we examine more thoroughly only one of the possible indicators of the effectiveness of geographical education, which is the level of conceptual (fundamental from the point of view of geography) knowledge achieved. This required creating a non-standardized didactic test tool and its application to a set of adult Slovak populations. The testing results showed a relatively high average success rate of solving the tasks by the respondents (72.48%). However, it should be emphasized that the questions mapped the most important topics and curriculum from the 5th year of elementary school. Of the individual thematic units, the respondents achieved the worst results in Cartography (61.78%) and Planetary Geography (68.22%). [ABSTRACT FROM AUTHOR]

Cultural monuments are one of the most important sources of knowledge of all generations and are considered to be unchangeable values of the past. It represents a unique value that goes beyond national borders and is important to the present and future generations of all mankind. Everyday globalization trends pose a great risk of losing the individuality of individual regions and nations. And that is why the world heritage should be a matter of course. In order to preserve the heritage, it is necessary to pass on the importance of the natural and social heritage to the young generation as a priority of the quality of life of present and future generations. The aim of the paper is to provide a comprehensive picture and wake the reader interest about this issue, and of course to encourage geography teachers to develop their pupils in this spirit. Although the education system allows work on the development of individuals who know, respect and preserve their natural and cultural heritage, but not to the extent that can be expected. The first part of the contribution briefly characterizes the individual monuments of UNESCO in Croatia. The second part of the paper analyses Croatian monuments UNESCO in the context of the content standard in elementary schools in Croatia and Slovakia. [ABSTRACT FROM AUTHOR]

The importance of working with photographic material, whether a teacher's or a pupil's own work or downloaded from the Internet, in science teaching is on the rise with the wide availability of digital imaging technology and virtually unlimited Internet resources. This article deals with selected ethical and legal issues in regards to working with photos in the teaching of science subjects, especially biology. Although concerns related to the content of photographs may undoubtedly be valid, they are only briefly mentioned in this paper, which mainly focuses on two areas of interest. First, copyright issues related to the use of materials obtained from the Internet are discussed. Information on licensing in general and on the Creative Commons licensing system is provided, together with a summary of the current legal situation in the Czech Republic. The second focus of the article are questions related to the acceptability of photographic editing, especially alterations that may affect the meaning of the picture. Based on the existing general consensus in science and media practice, recommendations are made for handling documentary and illustrative photos in schools. The principles of the ethical use of photographs could, ultimately, be summarized into three simple rules: do no harm, do not lie, do not deceive. [ABSTRACT FROM AUTHOR]

The thematic unit Chemical Reactions was identified as a critical point and also as a key point in the chemistry curriculum in lower secondary school, based on interviews with teachers of chemistry under an OP RDE research project called "Didactics: Man and Nature A". The lowest average success of pupils in this topic in the Czech Republic and abroad is also evident from the results of the TIMSS 2007. Therefore, in this paper, we have dealt with the circumstances of this situation and its possible improvement, in a broader context. We present a study of legislative documents (the Framework Education Program for Basic Education, etc.), as well as the thematic unit in Czech chemistry textbooks for lower secondary schools, and follow with proposals for an array of experiments, experimental cycles, etc., focused on the reactivity of chemicals. The array of experiments are experimental cycles relating to copper and its compounds, which are characterized by significant color changes or changes in the state of matter of the compounds of the reaction mixture. This can be instrumental in the more precise classification of chemical reactions according to selected criteria by learners and their better understanding of chemical reactions through analyzing the course of these experiments, supplemented by simple tests for determining reaction products. [ABSTRACT FROM AUTHOR]

Global climate change is an important and topical issue that the public, and especially the younger generation, should be well acquainted with. However, relatively little attention is paid to this issue in the currently valid biology textbooks and in the Framework Educational Programme (FEP) for Czech grammar schools. It is not beneficial to pass on knowledge about this issue to students only in the form of bare facts that would have to be memorized. On the contrary, it is desirable that pupils themselves actively acquire information on the issue, think about it critically and understand it. Therefore, the aim of this paper is to follow up on the article "Water and Plant Stress" published in issue number 4/2019 of this journal in order to elaborate the given topic in a didactic manner, in the form of nineteen active learning tasks intended primarily for pupils at upper secondary schools. Pupils have to draw upon information from introductory texts, graphs, tables or pictures to solve them correctly and critically think about them and to some extent can apply previously acquired knowledge and experience. Such acquired knowledge can then be applied more convincingly not only at school but also outside of it. The author's solutions are attached to the tasks. The proposed tasks were selected from a set of 30 tasks elaborated on the given topic, which were tentatively tested during pedagogical practice at a grammar school. [ABSTRACT FROM AUTHOR]

The field trips are important part of biology lessons because they enable to connect the theoretical and practical part of teaching and to present the products of nature in their natural environment. This proposal is focused on field trip during winter season in which the students observe the birds on non-frozen bodies of water and it is intended for primary and lower secondary students. Both field trips are divided into initial phase at school, the phase in the field and the summary performed at school again. Students in both cases solve the worksheets and learn to cooperate in the group during dealing with different tasks. These tasks are designed as lower levels of inquiry so these worksheets are suitable for students with minimal inquiry experience. They will also learn how to recognize different species of birds and observe their behavior, which are the main research procedures in vertebral zoology. The field trip was performed with the students from primary level and students from lower cycle of grammar school. We present both modification of worksheets in this paper based on different age of students. It was verified that proposed materials are applicable into the practice at both selected educational levels. [ABSTRACT FROM AUTHOR]

The aim of this paper is to introduce the results of a survey which deals with a topic interdisciplinary approach in chemistry and biology in Czech grammar schools. The survey was carried out in 2017, 218 secondary school teachers participated. Teachers were sent a request to fill a questionnaire. The results have shown that knowledge of chemistry and biology is more often interconnected by teachers with a qualification in chemistry and biology than by teachers with a qualification in biology without chemistry or chemistry without biology. The main restriction of integration is that similar topics in chemistry and biology are not taught in the same period. Especially for teachers with qualification in chemistry without biology and biology without chemistry insufficient knowledge of the second subject is problem too. Interconnection can be supported by appropriate teaching materials or teacher training courses that extend the knowledge of the second subject. Respondents prefer rather lower forms of integration, such as preserving separate subjects with an emphasis on interdisciplinary relationships. As for teaching materials, the respondents prefer the manuals for practical tasks, powerpoint presentations or worksheets which can be used in common lessons. From the topics offered, respondents mostly do not teach detection of different substances, phytoremediation, nanoparticles and nanomaterials, influence of stressors on plant growth. At least marginally mentioned topics are the metabolism of plants, natural substances and their use, biocatalysis and bioinhibitors, proteins or nucleic acids. The questioned teachers showed interest especially in teaching materials for topics of substance toxicity, nanoparticles and nanomaterials, natural substances and their use, or genetically modified organisms. [ABSTRACT FROM AUTHOR]

Plant photomorphogenesis is a complex of developmental and growth processes of light-mediated changes in plant morphology and structure, ontogenetic patterns as well as movements of plants, plant parts and/or organelles. During photomorphogenesis, plants respond to the quality, intensity and/or direction of radiation, to which they are exposed, by changes in plant development, growth and/or movement. This is a completely separate process from photosynthesis where light is used as a source of energy and for building of plant biomass, while in photomorphogenesis radiation plays a role of a signal. Photomorphogenesis is mediated by a sophisticated network of photoreceptors, which can be responsive to different kind of radiation and interfere in their action on plant photomorphogenetic processes. The most important families of photoreceptors are: 1) phytochromes sensing particularly in red visible light and being crucial in numerous photomorphogenetic processes; 2) cryptochromes, phototropins and recently discovered ZTL/FKF1/LKP2 proteins sense blue light and UV-A, while 3) very recently discovered UVR8 receptor percieve UV-B radiation. These photoreceptors interact in accord to orchestrate numerous developmental and physiological processes, e.g. germination, deetiolization, shade avoidance, phototropism, leaf development, flowering, movement of chloroplasts, to optimize their location in order to perceive the optimum irradiance, etc. . Due to photoreceptors, plants perceive their neighbours and can avoid shading by them through photomorphogenetic processes. In artificial greenhouse cultivation systems, it is possible to efficiently manipulate artificial radiation in order to optimize quality and quantity of plant biomass and yield. Nowadays, due to technological progress it is possible to cultivate plants not only in winter but also in polar regions during polar night. We can also manipulate radiation quality (e.g. using LED lighting), to induce better plant resistance to both abiotic factors such as drought, herbivores or pathogens. Also we can positively affect yield quality, e.g. to lower nitrates or increase anthocyanins in yield biomass. In addition, we can affect timing of flowering, seed germination etc. Photomorphogenesis is only marginally covered by all available Czech textbooks for high schools if at all and no practical experimental protocols are included. In the present paper we describe radiation sensing by plants via photoreceptors, give basic overview of photomorphogenetic processes and demonstrate a possible use of photomorphogenetic processes in agricultural and horticultural practice. In the subsequent paper/s we will describe selected photomorphogenetic processes in more detail giving the background to protocols for specific photomorphogenetic experiments. [ABSTRACT FROM AUTHOR]

The paper deals with the usage of UAVs (Unmanned Aerial Vehicles) in the field of physical geography and geosciences. It begins with a short historical overview of the UAV development, continues with an introduction of an unmanned aerial vehicle as a tool for geosciences and also outlines a legislation of the Slovak Republic and the Czech Republic concerning the proper UAV usage. The last part of the paper offers several examples addressing scientific and commercial projects in which UAVs were used. [ABSTRACT FROM AUTHOR]

Allen's rule is besides Bergmann´s rule one of the topics connecting zoology and ecology in science teaching. It states that warm-blooded animals living in cold climates have shorter limbs and body appendages than similar animals living in warm climates. The paper presents teaching activity with high motivational potential based on work with known and attractive animal species (specially with foxes Vulpes zerda, Vuples vulpes, Alopex lagopus; bears Ursus maritimus, Ursus arctos and hares Lepus europeanus and Lepus arcticus) and information and communication technologies (ICT). It’s proposed as an open inquiry task during which pupils search and sort information, formulate and verify hypotheses and explain results. The activity is supported by a working sheet and pictures of animals available in the appendix. Testing in schools showed that the tasks were proportionate to pupils’ abilities at lower secondary level. The most common difficulties that occurred during testing (formulation of hypotheses, time required to activity, the need for continuous monitoring by a teacher) and modifications for use at upper secondary school (increasing the part of individual pupils' work, leaving the choice of species to verify the hypothesis to the pupils, working with species for which the rule doesn't apply) are discussed. Pupils can realize during this activity that scientific work doesn´t just mean “to be in a laboratory” but it primarily means “to use scientific thought process”. [ABSTRACT FROM AUTHOR]

Food preferences - favouring of specific food - could be observed among many animals, not only in vertebrates. Land snails (Mollusca: Gastropoda: Stylommatophora) are one of such unexpected examples. The Spanish Slug (Arion vulgaris (Moquin- Tandon, 1855)) is an appropriate model organism for a demonstration of food preferences. It is omnipresent, readily digests various types of offered food, and its school breeding is easy. This paper presents the instructions how to (1) set up a food preference test focused on this invasive slug, (2) interpret obtained results, and (3) incorporate such project into everyday teaching. Thanks to presented laboratory practise, pupils will gain the knowledge about one of the worst agricultural pest and invasive organism living in the Czech Republic, its feeding habits and bionomics. [ABSTRACT FROM AUTHOR]

The present paper summarizes theoretical background, practical notes and design of two experiments on plant phototropism to be conducted at high schools. Theoretical introduction describes different types of plant tropisms, e.g. gravitropism, heliotropism and phototropism, and different types of nastic movements not directionally oriented. Phototropism is a type of plant growth reaction oriented towards or against the direction of the source of irradiation, called positive phototropism or negative phototropism, respectively. The Experiment 1 is aimed at the effect of the different irradiation wavelength on the growth of plant shoot of Lepidium sativum. It is demonstrated there that blue light and, thus, blue photoreceptors are determining stem positive phototropic reaction. The use of LED light source to induce irradiation of a narrow wavelength is recommended. The Experiment 2 then demonstrates negative phototropism of plant roots. An important part constitutes the experience gained during the design, accomplishment and verification process for the presented experimentation. Both experiments were designed in cost-effective way for application of scientific approaches and protocols at high schools. [ABSTRACT FROM AUTHOR]

Molluscs are tightly connected with their environment and also have significant relations to other organisms. They can be used as model group for presentation of various ecological interactions. This paper presents an outline of excursion to mollusc-rich place boulder site Výrovka in PLA Křivoklátsko (Central Bohemia, Czech Republic) focused on such information. The main goal of the field trip is to examine locally specific environment and various organisms, namely land snails, and put them into context using ecological terms. This enables the understanding of concept of ecology. The supporting material can be found at vyrovka.8u.cz. [ABSTRACT FROM AUTHOR]

Atractivity of science subjects, including biology, has been one of the hot topics of science teaching for decades. Generations of teachers and scientists have been discussing the best ways to show pupils natural beauties, improve both knowledge and pupils' attitudes toward science and how to involve pupils into studying science and biology. We decided to test if using an uncommon tool, namely fluorescent microscope and microphotographs, influence pupils' knowledge in post-test and delayed post-test. The respondents were 102 upper secondary school pupils who filled in a knowledge pre-test, post-test and delayed post-test. Data from 69 pupils were analysed. All the pupils underwent the intervention, a practical course focused on microscopy. One group also worked with fluorescent microscope, the second group worked with microphotographs obtained using this fluorescent microscope. The results showed all pupils gained knowledge as measured in the post-test. The difference between the two groups was in the results of delayed post-test. Pupils who worked with fluorescent microscope retained significantly more knowledge compared to the pre-test. Using the fluorescent microscope helped them to fixate gained knowledge better than using microphotographs. The accuracy with which the pupils filled in the work sheets correlated with post-test results, but not with delayed post-test results. Links showing on-line photo gallery are part of the paper. [ABSTRACT FROM AUTHOR]

Molluscs are tightly connected with their environment and also have significant relations to other organisms. They can be used as model group for presentation of various ecological interactions. This paper presents an outline of excursion to mollusc-rich place boulder site Výrovka in PLA Křivoklátsko (Central Bohemia, Czech Republic) focused on such information. The main goal of the field trip is to examine locally specific environment and various organisms, namely land snails, and put them into context using ecological terms. This enables the understanding of concept of ecology. The supporting material can be found at vyrovka.8u.cz. [ABSTRACT FROM AUTHOR]

Atractivity of science subjects, including biology, has been one of the hot topics of science teaching for decades. Generations of teachers and scientists have been discussing the best ways to show pupils natural beauties, improve both knowledge and pupils' attitudes toward science and how to involve pupils into studying science and biology. We decided to test if using an uncommon tool, namely fluorescent microscope and microphotographs, influence pupils' knowledge in post-test and delayed post-test. The respondents were 102 upper secondary school pupils who filled in a knowledge pre-test, post-test and delayed post-test. Data from 69 pupils were analysed. All the pupils underwent the intervention, a practical course focused on microscopy. One group also worked with fluorescent microscope, the second group worked with microphotographs obtained using this fluorescent microscope. The results showed all pupils gained knowledge as measured in the post-test. The difference between the two groups was in the results of delayed post-test. Pupils who worked with fluorescent microscope retained significantly more knowledge compared to the pre-test. Using the fluorescent microscope helped them to fixate gained knowledge better than using microphotographs. The accuracy with which the pupils filled in the work sheets correlated with post-test results, but not with delayed post-test results. Links showing on-line photo gallery are part of the paper. [ABSTRACT FROM AUTHOR]

The Czech Pharmacopoeia is a unique database of chemical and physical properties of substances used as drug components. These data could be used as an inspiration for school chemical experiments. This paper presents five examples of simple and nice experiments, which were designed on the Pharmacopoeia text basis. The description of every experiment contains not only step-by-step process and the list of chemicals and laboratory equipment used, but also guidelines for teachers (duration of the experiment, difficulty of the experiment and safety concerns) and some related pharmaceutical information, which adds to the connection between chemistry education and real life. [ABSTRACT FROM AUTHOR]

Pollen grains are omnipresent. Primarily, they belong to the life cycles of most seed plants, but they are also important for many organisms for various purposes. Pollen is an important component of pollinatorsʹ diet and enables to reconstruct the landscape and floristic changes that occurred since the last ice age (e.g. when found in peat-land sediments). The discoveries of pollen grains and their identification come in useful also in criminalistics. This paper presents instruction how to collect pollen, create pollen sections and use them in secondary school biological lectures. [ABSTRACT FROM AUTHOR]

Chlupáč's Museum of Earth History is a unique academic museum focusing on the development of the planet Earth from the perspective of both living and inanimate nature, which is primarily intended for teaching university students. However, its clarity, and, in a sense, its compactness, allows it to be used to educate students at lower levels of education, especially if accompanied by explanatory commentary. The museum was created on the basis of original geological-paleontological collections amassed at the Faculty of Science of Charles University, after World War II, from several Prague universities. The collections were inaccessible to the public until the turn of the millennium, when it was decided to renovate and rebuild the museum and open it to the public for at least a limited amount of time. The museum's (own) exhibition is a comprehensive set of fossil materials, illustrative models, and information posters describing the evolution of the Earth from its origins to the present day. It is supplemented by examples of some paleoecological relationships in selected periods and unique visual reconstructions. Since its official opening, the museum has been used by numerous schools (especially secondary schools) to supplement or replace geological science teaching. Currently, students on school excursions are key visitors to the museum. In addition to lectures organized by the museum, students can also complete worksheets, which make the material easier to interpret and memorize. In the future, the museum could certainly be used more intensively to complement the teaching of geology, which is a very neglected area at secondary schools. [ABSTRACT FROM AUTHOR]

The article discusses the concept of taxonomically conceived curriculum which is typical for teaching natural science / biology in the Czech Republic. It is focused on two basic aspects which are occurred in lessons: 1) deductive approach towards teaching, and 2) chronological overview of the topics from “simple to more complex” organisms. The purpose of this paper is to delineate some effective innovations that may contribute to a better understanding of biological knowledge and improve interest in teaching natural science / biology, especially for students of lower secondary schools. [ABSTRACT FROM AUTHOR]

The paper presents some of the unusual rock formations of Slovakia, which are among the passive morphostructures. Morphostructures are relief features created by the interaction of endogenous and exogenous processes, with the dominant role of tectonic movements. Passive forms of morphostructures are significantly influenced by structural-lithological characteristics of the rocks the structures are formed of. Their current appearance reflects the transformation of geological structures that have lost mobility. Geomorphological characteristics of rocks are important in forming passive morphostructures. Passive morphostructures form a structural type of relief or structural georelief. Structural georelief is characterized by frequent occurrence of many rocks forms of georelief of various shapes, such as nappe wrecks, cliffs, rock walls, rock parade, rock towers, rock needles, quest, dissected supply channels of volcano (necks) lava flows in the inverse position and others. Many of these objects may be suitable not only for the educational process in the school, but especially for experiential learning in nature associated with a variety of outdoor activities. [ABSTRACT FROM AUTHOR]

The article deals with the research regarding the skill of creating and interpreting data presented in a graphical form by elementary students as an important part of the scientific literacy. In our research, we examined whether the systematic implementation of appropriate tasks into the Geography teaching process affects the development of students' skills of interpreting and understanding data expressed in graphs. For this purpose, we compiled, pilot-checked, and validated our own testing tool, consisting of selected tasks used in individual PISA measurements. We also created a set of original worksheets with the contents supporting the further development of students' skills of reading incoherent texts while applying graphs. The important research findings confirmed that a well-prepared curriculum, supported by high-quality teaching aids for students, has a positive effect on students' skills of reading, interpreting, and understanding graphs. [ABSTRACT FROM AUTHOR]