Publikované výsledky výskumov realizovaných v priebehu riešenia projektu:
Interest in Living Organisms and Conceptual Understanding of Food Chains
European Journal of Contemporary Education
Abstract: Science education emphasises not only real conceptual understanding but also fostering students’ interest in various domains of natural sciences. Interest in educational content is considered one of the factors that can influence students’ level of knowledge, although the nature of this relationship remains a subject of ongoing discussion. An important component of education at ISCED 2 involves information about living organisms and their interrelationships, including abstract concepts such as food chains. The aim of this study was to investigate students’ conceptual knowledge of food chains and their level of interest in living organisms, and to analyse the relationship between these two variables among students aged 10–11 years (ISCED 2). The study involved 489 primary school students in the fifth grade. The results showed an insufficient conceptual knowledge of food chains and a mildly positive interest in living organisms. Students scored highest in the dimension “Importance of Organisms” and lowest in the dimension “Fungi”. The correlation analysis indicated that students with higher levels of conceptual understanding also exhibited greater interest in living organisms. These results suggest that fostering a positive attitude towards living organisms could be an important prerequisite for the development of conceptual knowledge related to food chains.
Čipková, E., Fuchs, M., & Brunovský, P. (2025). Interest in living organisms and conceptual understanding of food chains. European Journal of Contemporary Education, 14(4), 404–418.
Learn And Play: An Insight Into Quality Of Schoolyards In Natural Sciences Education
Geografická revue
Abstrakt: Schoolyard offers a unique opportunity to connect theoretical education with practical experiences, yet its potential often remains untapped. The article aims to analyse schoolyards from a perspective of sustainability, urbanism and their integration into natural science teaching, specifically into biology, geography, and chemistry. It discusses the functional and environmental aspects of schoolyard design, which can contribute to creating better conditions for outdoor education. The article concludes with a case study of an innovative schoolyard, and a design of a model schoolyard at the Faculty of Natural Sciences, Comenius University in Bratislava, demonstrating how outdoor spaces can be effectively utilised to enhance the educational process.
Kmeť, A., & Karolčík, Š. (2024). Learn and play: An insight into quality of schoolyards in natural sciences education. Geografická revue, 20(2), 4-15.
