Publikované výsledky výskumov realizovaných v priebehu riešenia projektu:
The impact of an innovative continuing professional development programme for teachers on self-efficacy and outcome expectancy in the context of outdoor education
Journal of Adventure Education and Outdoor Learning
Abstract: Outdoor education represents a pedagogical approach that can foster not only pupils’ learning outcomes but also their interest in natural science and the development of a positive relationship with the surrounding natural environment. Despite its proven benefits, its implementation within formal education remains limited. One of the key influencing factors is teachers, particularly their perceived self-efficacy and outcome expectancy. This study examined whether an innovative continuing professional development programme for primary school teachers could strengthen these aspects among science teachers. Using a one-group pretest–posttest quasi-experimental design, the findings revealed a statistically significant increase in both perceived self-efficacy and outcome expectancy after programme completion. These results suggest that targeted professional development can enhance teachers’ self-efficacy and expectations, potentially improving their attitudes towards implementing outdoor education in primary schools.
Fuchs, M., Čipková, E. & Kahan, J. (2026). The impact of an innovative continuing professional development programme for teachers on self-efficacy and outcome expectancy in the context of outdoor education. In Journal of Adventure Education and Outdoor Learning.
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.
