Abstract:

In the years 2020-2021, a project entitled "IBSE (Inquiry-Based Science Education) for the acquisition of competencies and attitudes of students and teachers to technical and science education with regard to the labor market" was solved in cooperation with the Czech and Slovak universities. Other institutions such as state and local government bodies, entrepreneurs, and other employers were also involved in the project. The main goal of the project was to introduce methods and forms of teaching that will increase the competencies of school graduates in the field of science and technology literacy. Several activities were carried out within the project, but the most important was the creation of materials for teaching science subjects, especially chemistry, physics, and mathematics. The materials had the character of problem tasks and were focused on four teaching units: Water, Air, Heat and Colors. The tasks included practical experiments in the laboratory, which were attended by 24 teachers and a total of 90 students. A total of 40 problem tasks were verified within the project. Each task contained a text for students as well as methodological material for teachers with a precise description of how to work with the task. The text of the conference paper contains examples of specific tasks, photo documentation, evaluation, and feedback from participants. The project was implemented during the peak of the Covid-19 pandemic, which made its implementation difficult. On the other hand, the situation inspired us to transfer problem tasks to the online space. Our paper also discusses this form of science teaching.

Keywords:

Problem tasks, Inquiry-based science education, chemistry.