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Literature review shows that many primary school teachers have poor understanding of basic astronomy contents. Therefore, the aim of the study was to introduce specific astronomical content to in-service primary school teachers through two didactic games, to evaluate the didactic games and the teachers’ knowledge and understanding before and after the implementation of the didactic games. The research included 24 in-service primary school teachers. The data were collected through the knowledge test (pre-post design) and questionnaires for each didactic game. The results showed that the teachers evaluated the didactic games as suitable for use in the classroom as they emphasized that they are educational, explicit and interesting. The implementation was identified as effective because the median for fractional gains was 0.54 and showed the medium gain in teachers’ knowledge and understanding of selected astronomy contents. It was recognized that in-service primary school teachers do not feel competent for introducing complex astronomical contents to their students. However, the presented approach could encourage in-service primary school teachers to deepen their knowledge and to teach astronomy contents with a method that is closer to their students. University teachers could point out the advantages and disadvantages of didactic games in astronomy content and discuss them with pre-service primary school teachers. Keywords: astronomy education, didactic games, in-service primary school teachers, Moon phases

The Inquiry-Based approach to Science Education (IBSE) is presented in scienti#c literature (Hake, 1998; Sharma et al., 2010) and in research projects reports (e.g. ESTABLISH, 2010; SAILS, 2014) as a credible solution to the reported lack of ef#cacy of more ‘traditional’ educative approaches, especially when focused on Research and Innovation (RRI) (Sutcliffe, 2006; IRRESISTIBLE, 2013; Ark of Inquiry, 2013). IBSE is an inductive approach to science teaching that considers direct experience at the center of learning. IBSE activities and strategies actively involve students in the identi#cation of relevant evidence, in critical and logical reasoning on the evidence collected and in re+ection on their interpretation. Students learn to conduct investigations, but are also led by the teachers to understand the typical processes scientists use to build knowledge. IBSE strategies are credited to improve student understanding in many conceptual #elds, due to their strongly contextualized nature, that focuses on the interdependence of situation and cognition, and on the ways they facilitate learning processes (Fazio, 2020) info:eu-repo/semantics/publishedVersion

It is widely acknowledged today that an Inquiry-Based approach to Research and Innovation processes can improve the interest of students in studying scientific topics. Such approaches can enable students to have the opportunity to interact with cutting edge topics, research results and work with researchers and other societal actors to better align research processes and their outcomes with the values, needs and expectations of today's society. However, there is still no clear consensus between researchers about the impact that inquiry-based approaches have on the student scientific knowledge and conceptual understanding at different ages and cultural levels. This paper discusses these aspects from a vertical and interdisciplinary curriculum perspective. Firstly, the impact of a series of inquiry-based learning activities on the acquisition of scientific knowledge and in the development of pupils' positive attitudes toward science in pupils aged 10–13 is discussed. Secondly, a discussion on important preconditions needed for an introduction of cutting-edge topics to the classroom, and the role of the inquiry that has to be offered to students to effectively construct knowledge is considered at the pre-university level. Following this, an approach adopted by three large scale European projects (ESTABLISH, SAILS and OSOS) that focus on enhancing science education curricula, pedagogy and assessment practices and supporting science educators in embedding Inquiry-Based Education or Responsible Research and Innovation principles in science education is presented. Finally, an innovative Doctoral Degree in Sustainability Science, which seeks transformative education that challenges the attitudes of both professors and students is presented and some of its most relevant aspects are discussed.

The purpose of this paper is to explore and explain students’ achievements in solving context-based gas exercises comprising the macroscopic and submicroscopic levels of chemical concepts. The influence of specific variables, such as interest in learning, formal-reasoning abilities, and visualisation abilities, is a significant factor that should be considered when explaining students’ achievements with context-based exercises. Seventy-nine students of three age groups (12, 16, and 23) participated in the study. Questionnaires, tests, and a semi-structured interview including computer-displayed context-based exercises were used to collect data. In addition, an eye-tracker was used to determine the exact location of the participants’ points of gaze. The results show that students on average answered correctly from 40 to 79% of all questions in the context-based exercises. The context-based exercise related to air compression is indicated as being difficult for students. In students’ explanations of different levels of chemical concepts, representation difficulties are detected in all three age groups of students. Students’ achievements in solving context-based gas exercises do not depend on interest in learning chemistry and visualisation abilities. However, statistically significant differences exist in total fixation duration on the correct submicrorepresentation animation between students with different formal-reasoning abilities. The results serve as a starting point for the planning of different context-based exercises and problems comprising the chemistry triplet with 3D dynamic submicrorepresentations.

An evidence-based, interactive teaching method peer instruction (PI) is promoted to support effectiveness over more commonly used teaching methods. Usually it is proposed for the university and upper secondary school. The research reports on the implementation of the PI approach in teaching subject Science and Technology (S&T) in the 4th grade of primary school. The aim of this research was to verify the feasibility of this approach for much younger students in primary school by evaluating the students’ progress in the subject S&T, identifying the differences in individual progress in relation to students’ general learning success, and determining students’ opinions about the approach and where no desired progress has been made. In a selected Slovenian primary school, a classroom with 26 students (age 9 – 10) was included in the study and 5 different content areas (Earth’s motion, Matter, Magnetism, Forces and motion, and Electricity) were taught using this PI approach. Results show that students made progress in all content areas and no differences were identified in the progress of individual students in terms of general learning success. Students were satisfied with the approach, although more than half of them found the multiple-choice questions as too difficult. Although the PI approach is successful, teachers must be aware that some persistent and widespread misunderstandings may still remain and require additional intervention.

Spomladi 2020 je bilo na Hrvaskem zaradi pandemije covida-19 zaprtih 916 osnovnih sol in 443 srednjih sol ter uvedeno poucevanje na daljavo. To je vplivalo na poucevanje fizike kot eksperimentalnega predmeta. Poleg pozitivnih vidikov, prikritih v novih izkusnjah in delovnih izzivih, je imel nenadni prehod od obicajnega pouka v živo k pouku na daljavo nesporno negativen vpliv na pouk fizike v osnovnih in srednjih solah. Da bi prikazali ucinke in ponudili podroben vpogled v težave, ki so se pojavile med tem prehodom, smo izvedli kvantitativno raziskavo med ucitelji fizike v osnovnih in srednjih solah na Hrvaskem z namenom prepoznati logisticne in tehnicne težave ter izzive pri poucevanju fizike med pandemijo covida-19. Spletni anketni vprasalnik s petimi deli (splosni podatki, poucevanje fizike med pandemijo covida-19, eksperimenti, socioloski vidik, izmenjava izkusenj) je izpolnilo 178 hrvaskih uciteljev. Rezultati kažejo na prilagodljivost in odzivnost uciteljev fizike, povecanje obremenitve uciteljev, zmanjsanje kolicine eksperimentalnega dela, ki je bistveni del predmeta fizika, ter pomanjkanje uciteljevega znanja, spretnosti in opreme za izvajanje pouka na daljavo. Izkazalo se je tudi, da lahko pouk na daljavo, ce je skrbno zasnovan in individualiziran, spodbudi zanimanje za predmet fizika pri ucecih se. Prispevek predstavlja izsledke raziskave z namenom uciteljem fizike pomagati nacrtovati pouk ucinkoviteje, ce se bo pandemija nadaljevala.Alternate abstract:In spring 2020, 916 elementary schools and 443 high schools were closed in Croatia due to the Covid-19 pandemic and remote teaching was introduced. This had an impact on physics teaching as an experimental subject. In addition to positive aspects concealed in new experiences and work perspectives, the sudden transition from conventional faceto-face teaching to a remote format had an undeniable negative impact on physics teaching in elementary and high schools. In order to mitigate the effects and provide a detailed insight into the problems that arose during this transition, we conducted a quantitative study among teachers of physics in elementary and high schools in Croatia, with the aim of identifying logistical and technical problems and challenges in physics teaching during the Covid-19 pandemic. An online questionnaire with five parts (general data, teaching physics during the Covid-19 pandemic, experiments, sociological component, exchange of experience) was completed by 178 Croatian teachers. The results irrefutably point to the flexibility and responsiveness of physics teachers, an increase in the teachers' workload, a lack of the experimental work that forms an essential part of the subject of physics, and a lack of teacher knowledge (in ICT), skills and equipment for conducting distance teaching. However, it also emerged that online teaching, if carefully designed and individualised, can stimulate additional commitment and interest in the subject among students. The paper presents the research findings in detail, with the aim of helping physics teachers to plan further teaching more effectively as and if the pandemic progresses.

Science and technology continue to develop rapidly, which leads to the need for all-encompassing science education, starting in the early years (Lloyd et al., 1998; Millar, 2006). All students should benefit from the science education provided, which includes an understanding of the scientific dimension of phenomena and events, critical recognition of the possibilities and limitations of science, its role in society and its contribution to citizenship, as well as the development of critical thinking, oral communication, and writing skills (BSCS, 2008; ICSU, 2011; Vieira & Tenreiro-Vieira, 2014). In addition, Harlen (2010) suggested that science education should enable everyone to make informed choices and take appropriate action that will affect their well-being and the well-being of society and the environment.

Science knowledge is of utmost importance for understanding the processes and phenomena around us. Appropriate basic education in science enables critically evaluating the deluge of information from various and diverse media. The learning content of science subjects is perceived as abstract and difficult to understand and learn. One of the challenges of modern science education is learning to understand science concepts, phenomena and processes and to apply them when solving authentic tasks (Wu et al., 2001). The way students process information in science subjects can be supported in solving problems by observing a person with an eye tracker, which is the subject of our research, the theoretical background of which includes the triple nature of chemical concepts, the understanding of submicroscopic representations, and the properties of the eye-tracker method.

Sympozjum omawia sposoby i środki wprowadzenia współczesnej fizyki do edukacji przed uniwersyteckiej zilustrowane kilkoma efektywnymi przykładami. Przykłady pochodzą z fizyki miękkiej materii w ciekłych kryształach i hydrożelach oraz fizyki ciała stałego w nadprzewodnikach. Rolę analogii omówiono i zilustrowano w porównaniu między nadprzewodnikami a fizyką cząstek. Ponadto przedstawiono opracowanie programu rozwoju zawodowego nauczycieli, który wypełni lukę w nowej wiedzy dla aktywnych nauczycieli pracujących już w zawodzie. This symposium discusses the modes and means for introduction of contemporary physics to pre-university level education illustrated by a few successful examples. Examples come from soft matter physics in liquid crystals and hydrogels and solid-state physics in superconductors. The role of analogies is discussed and illustrated in analogy between superconductors and particle physics. In addition, a development of a professional development programme that will bridge the gap to new knowledge for active in-service teachers is presented.

compulsory in all elementary schools. New subject curricula have been presented and, with them, a new approach(es) to learning and teaching. The emphasis has been placed on the student as an active learner and the inquiry- based learning approach as a new form of active learning. This new approach is a vital part of the subject “Nature and Society.” In Slovenia, the last elementary school curriculum reform was introduced in 2011 with the inquiry-based learning approach being implemented in the following subjects: “Environmental Studies, ” “Science and Technology, " and “Social Studies.” Various forms of learning and teaching using STEM (Science Technology Engineering and Mathematics) content and ICT (Information and Communication Technology) might encourage children to spend time outdoors. Children’s outdoor environmental activities are closely linked to the curricular content of the STEM field. Through ICT and inquiry-based forms of learning and teaching, educational content can be made more engaging and enhance children’s connectedness with nature. A lot of research has already suggested a deficiency in the time children spend in nature. There are many developmental problems connected with cognitive development, mental health, psychomotor (in)ability, lack of physical activity, empathy, and emotional connections with nature found in today's children, especially those living in urban settings [1]. The primary purpose of this paper is to point out how the inquiry-based learning (IBL) and other approaches could be a good foundation for encouraging learning and teaching outdoors, that is, in nature/environment, on school playgrounds, or natural spaces. Available research indicates that STEM content, that is, learning and teaching about nature and society through group activities and socialization forms of work involving peer groups can influence and encourage school-age children to connect with nature to a greater extent [2]. Also, numerous studies suggest that learning and teaching should be learner- centred, experimental, and action-oriented ; in other words, it should be based on practical activities. Also, the developmental stage of students younger than 11 years old is an optimal period for the development of positive attitudes towards the environment, environmental behaviors, and activism as future responsible citizens of society. In this paper, we present insights into the relationship between children’s inquiry-based outdoor learning, subject curricula, environmental content, STEM content, ICT, and learning. We emphasize the importance of structuring children’s activities through a variety of content, forms, and methods of learning and teaching, and especially their contribution to children’s optimal growth and development in fostering a greater connection with nature. In addition, one of the tasks of this paper is to analyze and compare Croatian and Slovenian curricula with regards to the positioning and improving of children’s inquiry-based learning and outdoor activities. We also attempt to provide an answer to the question how to encourage children’s connectedness with nature through their outdoor learning in (Croatian and Slovenian) school.

The aim of the research was to identify how Slovenian primary and secondary school students of various age groups explain the particulate nature of the states of matter of water and air. The qualitative research included five 12, 14, and 16 year old students. A semi-structured interview including four computer-displayed tasks was used for the data collection. The research results show that all of the students correctly identified the states of matter of water at the particulate level, but not of air. It was found that the students had difficulty justifying their selection. The study confirmed the existence of: (a) misunderstanding regarding the interpretation of the particulate nature of matter, (b) a failure to distinguish between particle and matter, and (c) the inadequate description of submicroscopic level of matter with macroscopic level concept. The survey results provide an insight into the mindset of students and serve as a starting point for teachers’ lesson planning. Keywords: authentic tasks, macroscopic level, misunderstanding of pressure, states of matter, submicroscopic level.

Hydrogels are commonly used and novel smart materials . They are superabsorbent polymers with interesting properties. Hydrogels can also motivate students for playing and learning science because they reflect the trends in current research. Literature review yielded no results about students’ conceptions of hydrogels. Therefore we decided to explore students’ knowledge about hydrogels, acquired through informal learning process. The paper first presents the description of hydrogels , list of experiments with hydrogels and describes the prior research about hydrogels in some detail. The results of the study, which included 104 1st year pre-service primary school teachers from Faculty of Education, University of Ljubljana, are then presented. On February 2015 students filled in a paper-pencil questionnaire about hydrogels (QH) with 26 items. Results show that informal knowledge about hydrogels is limited, since students on average achieved 8 % of possible points on the QH. Results have further influenced the design of a pilot teaching module about hydrogels.

The paper presents a teaching module about liquid crystals. Since liquid crystals are linked to everyday student experiences and are also a topic of a current scientific research, they are an excellent candidate of a modern topic to be introduced into education. We show that liquid crystals can provide a file rouge through several fields of physics such as thermodynamics, optics and electromagnetism. We discuss what students should learn about liquid crystals and what physical concepts they should know before considering them. In the presentation of the teaching module that consists of a lecture and experimental work in a chemistry and physics lab, we focus on experiments on phase transitions, polarization of light, double refraction and colours. A pilot evaluation of the module was performed among pre-service primary school teachers who have no special preference for natural sciences. The evaluation shows that the module is very efficient in transferring knowledge. A prior study showed that the informally obtained pre-knowledge on liquid crystals of the first year students on several different study fields is negligible. Since the social science students are the ones that are the least interested in natural sciences it can be expected that students in any study programme will on average achieve at least as good conceptual understanding of phenomena related to liquid crystals as the group involved in the pilot study., 23 pages, 7 figures, submitted

The article presents a straightforward experiment that directly and illustratively demonstrates double refraction. For this purpose, two liquid crystalline cells were designed, which enable qualitative and quantitative measurements of the extraordinary refractive index direction dependency in a uniaxial nematic liquid crystal., 20 pages, 8 figures, resubmitted

In the frame of our national project “Development of Natural Science Competences” we have prepared physical educational materials, which main goal is to indicate better didactic strategies for the systematic development of pupils' natural science competences, one of them being the digital competence. In this contribution we describe two sets of representative materials, one for primary and the other one for secondary school pupils. The first set of materials is dedicated to the realization of group experimental work on the subject of electric circuits and the second set is a text- and web-based learning materials about optical phenomena in the atmosphere. A common feature of both sets of materials is that pupils are requested to prepare PowerPoint presentations of their new findings and present them to their schoolfellows. Our materials are supplied with instructions about a proper creation of slides and a suitable realization of the oral presentation., U okviru našeg nacionalnog projekta „Razvoj prirodoslovnih kompetencija“ pripremili smo obrazovne materijale za nastavu fizike, kojima je glavni cilj što bolje prikazati didaktičke strategije za sustavni razvoj prirodoslovnih kompetencija učenika, a jedna od njih je digitalna kompetencija. U ovom radu opisujemo dva reprezentativna seta obrazovnih materijala, jedan za učenike osnovnih i drugi za učenike srednjih škola. Prvi set materijala je posvećen eksperimentalnom radu sa temom strujnih krugova, dok se drugi set temelji na učenju o optičkim pojavama u atmosferi putem teksta i Interneta. Zajednička značajka oba seta materijala je u tome, da učenici moraju o novo stečenim znanjima pripremiti PowerPoint prezentacije i potom ih prezentirati svojim kolegama u razredu. Materijali sadrže točne upute za izradu slajdova kao i upute za usmeno izlaganje.

A mechanical model is a simple device made out of helical springs. Using the mechanical model one can visualize the difference between the first and the second order phase transitions. The analogy ...

We present a teaching unit on liquid crystals. The unit has already been implemented into the university undergraduate pedagogical study programs for future teachers of Physics and Chemistry, preschool teachers and teachers at the lower grade of the elementary school at Faculty of Education, University of Ljubljana. The unit develops students’ knowledge on the existence of more than three phases of matter and the existence and properties of anisotropic materials, focusing on the biaxiality and birefringence. The unit is multidisciplinary since students perform the experiments with the MBBA nematic liquid crystal which they synthesize themselves. Our final goal is to implement the teaching unit to the high school curriculum (for students 14–18 years old).

The uniaxial symmetry in the liquid crystalline phase leads to anisotropy in many physical properties. A simple look on a piece of wood reveals that also its structure is anisotropic. It has also strong anisotropic dielectric properties in the microwave range, like liquid crystals in the visible range. Therefore the wood can serve as a model for demonstration of anisotropic optical properties in liquid crystals. Experiments for more illustrative explanation of the anisotropic properties are presented. As wood is transparent for microwaves, many anisotropic properties can be illustrated experimentally, using a simple school microwave kit.