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Experiments play the decisive role in knowledge acquisition in physics education. Remote experimentation is one of the possibilities to conduct experimental activities at all levels of education. In the paper, we present the example of the utilization of remote experiments - real and virtual - in secondary school physics education. The education activities were designed in accordance with the strategy of education Integrated e-Learning. Here, the students' active participation in education process is crucial. As real remote and virtual experiments are the basic components of the strategy, we also present the experiments used in the education - the real remote experiment 'Source of DC voltage' (http://remotelab7.truni.sk) and the virtual experiment 'Circuit Construction Kit' (http://phet.colorado.edu/en/simulation/circuit- construction-kitac-virtual-lab). © 2013 IEEE.

The development of new information technologies enables remote experimentation suitable for primary school science education. On the basis of the pilot research conducted in 2010 - 2011 we designed the research carried out on six Slovak primary schools in 2011 - 2012. Our main goal was to examine the influence of the project-based learning with the support of remote experiments on the pupils' scientific literacy development and the sustainability of the acquired knowledge and skills. The gained result confirmed the positive influence of the proposed methodology on the development of scientific literacy (encouraged by the State Educational Programme), the knowledge sustainability and the associated skills. Furthermore, the rise of the pupils' interest in the subject matter was affirmed.

The utilization of Internet accessible real laboratories within inquiry-based learning can participate in critical situation solution in physics education. The paper presents the results of the research among Slovak primary school students providing their inquiry by means of three remote meteorological stations. Our aim was to prove the positive influence of inquiry-based learning and remote experiments on students' knowledge by means of the project assignment. We approved the positive shift in their knowledge, mainly in the tasks aimed at application of acquired experimental skills. Furthermore the students revealed predominantly positive attitudes to remote experimentation. (C) 2013 The Authors. Published by Elsevier ltd.

The development of new information technologies enables remote experimentation suitable for primary school science education. On the basis of the pilot research conducted in 2010 - 2011 we designed the research carried out on six Slovak primary schools in 2011 - 2012. Our main goal was to examine the influence of the project-based learning with the support of remote experiments on the pupils' scientific literacy development and the sustainability of the acquired knowledge and skills. The gained result confirmed the positive influence of the proposed methodology on the development of scientific literacy (encouraged by the State Educational Programme), the knowledge sustainability and the associated skills. Furthermore, the rise of the pupils' interest in the subject matter was affirmed.

Experiments play the decisive role in knowledge acquisition in physics education. Remote experimentation is one of the possibilities to conduct experimental activities at all levels of education. In the paper, we present the example of the utilization of remote experiments - real and virtual - in secondary school physics education. The education activities were designed in accordance with the strategy of education Integrated e-Learning. Here, the students' active participation in education process is crucial. As real remote and virtual experiments are the basic components of the strategy, we also present the experiments used in the education - the real remote experiment 'Source of DC voltage' (http://remotelab7.truni.sk) and the virtual experiment 'Circuit Construction Kit' (http://phet.colorado.edu/en/simulation/circuit- construction-kitac-virtual-lab). © 2013 IEEE.

The contribution demonstrates a practical application of the strategy of Integrated e-Learning via hands-on, remote and virtual experiments by means of the prepared interactive teaching tool in the form of a webpage titled 'Electromagnetism' (http://e-materialy.net76.net/index.html). It is designed in accordance with the method of inquiry-based learning where the active involvement of the students in the construction of their knowledge plays a decisive role. The paper presents the possibility of the utilization of e-experiments to secondary school physics education. The design and the realization of simple electromagnetic experiments as well as the remote experiment Faraday's Law are also introduced (free available on http://remotelab4.truni.sk/faraday.html). © 2012 IEEE.

The paper describes how the scientifically exact and problem-solving oriented Remote Experiments (RE) across the Internet for material science may be built. We use the hardware Internet-School-Experimental-System (ISES), the server-client approach and ISES WEB CONTROL kit using only web services and web browser. Specifically we deal with a solid-state photovoltaic cells characterization using several photovoltaic systems: bulk p-i-n c-Si PV cell and p-i-n poly-Si thin film systems of a-Si:H, and electrochemical and nano - heterostructural organic cells. The teaching tools materials, delivered to the client, are the Introduction, Physical background and Experiment arrangement (http://www.ises.info or http://remotelab1.fai.utb.cz). The experiments are used in the course "Physical basis of informatics devices" in Tomas Bata University in Zlin, Czech Republic, delivered by LMS system MOODLE with the strategy of Integrated e-learning (INTe-L) that is a strategy of education based on remote experiments. The first pedagogical experience gained in material science subjects is positive.

The contribution demonstrates a practical application of the strategy of Integrated e-Learning via hands-on, remote and virtual experiments by means of the prepared interactive teaching tool in the form of a webpage titled 'Electromagnetism' (http://e-materialy.net76.net/index.html). It is designed in accordance with the method of inquiry-based learning where the active involvement of the students in the construction of their knowledge plays a decisive role. The paper presents the possibility of the utilization of e-experiments to secondary school physics education. The design and the realization of simple electromagnetic experiments as well as the remote experiment Faraday's Law are also introduced (free available on http://remotelab4.truni.sk/faraday.html). © 2012 IEEE.

The paper describes how the scientifically exact and problem-solving oriented Remote Experiments (RE) across the Internet for material science may be built. We use the hardware Internet-School-Experimental-System (ISES), the server-client approach and ISES WEB CONTROL kit using only web services and web browser. Specifically we deal with a solid-state photovoltaic cells characterization using several photovoltaic systems: bulk p-i-n c-Si PV cell and p-i-n poly-Si thin film systems of a-Si:H, and electrochemical and nano - heterostructural organic cells. The teaching tools materials, delivered to the client, are the Introduction, Physical background and Experiment arrangement (http://www.ises.info or http://remotelab1.fai.utb.cz). The experiments are used in the course "Physical basis of informatics devices" in Tomas Bata University in Zlin, Czech Republic, delivered by LMS system MOODLE with the strategy of Integrated e-learning (INTe-L) that is a strategy of education based on remote experiments. The first pedagogical experience gained in material science subjects is positive.