This review study focuses on the teaching of photosynthesis, and it builds on previous review studies. The aim of this study is to present the findings to readers and thus contribute to improving the training of future teachers and student education. This study conducted a critical review of the topic of photosynthesis education, by examining 80 systematically selected articles through quantitative and qualitative approaches. The quantitative analysis highlighted the increasing number of studies in recent years and helped identify the main issues, namely teaching methods and misconceptions. In contrast, the qualitative conceptualization showed that photosynthesis education is a key topic for the development of science literacy and serves as a model for how teachers can educate students on difficult and complex issues. An alarming issue is that misconceptions adopted in childhood are powerful and often persist into adulthood (including teachers). Professional education on photosynthesis is not possible without pedagogical content knowledge, the identification of student concepts, activating methods of learning, and methodical work with scientific language and thinking.

The presented paper builds on a study presented on the international conference ECEL (Jančaříková, Jančařík, 2016). The ECEL paper has been extended and related to the context of Czech pedagogy and science education. Janik and Stuchlikova wrote that PISA study has defined several key areas to be paid attention to by science teachers. One of these areas is work with models. The term “model” can be understood very broadly, it can refer to a drawing of a chemical reaction, a plastic model, a permanent mount (taxidermy) or to advanced 3D projections. Thanks to information and communication technologies, models can be included in lessons almost without limits. However, electronic models are not a universal solution. Efficiency of education using ICT can be negatively affected in case that work with complex models requires such level of abstraction that pupils are not capable of (Harrison, Treagust, 2000). Jančaříková (2015) points out that – due to demands on upper secondary pupils – children must be taught how to relate models to real objects from very early stages. In this paper, we want to point out the fact that not enough attention is paid to work with models – methodology of work with models does not exist and is not taught to pre-service teachers. The paper classifies types of models we come across in lessons, describes basic differences between objects and reality they represent and proposes possible ways of systematic inclusion of models into education. When preparing teaching materials one always has to bear in mind that a model differs from reality and one must check that pupils are aware of these differences. When developing pupils’ competence in working with models, we must proceed from simpler to more difficult models and the steps must be gradual.

This study focused on young children’s understanding of nature, an issue observed to be a research gap in the scientific community. The question “What nature?” is central to this research. Answers to this question were obtained from 342 children from 21 Czech kindergartens, and results showed 302 preschool and children (aged from 3 to 6.5 years) from the sample displayed a conceptual understanding of nature and expressed their ideas verbally. Qualitative content analysis and comparative analysis (nouns and verbs separately) were performed on the results. Most children interpreted nature through lists of objects or as a space or a concrete place, and most of the objects mentioned related to living nature. Children used verbs describing natural events more often than verbs describing their own or human activities in nature. The comparison between children’s, adults’, and pupils’ concepts of nature shows that children expressed their concepts in a similar, albeit not identical, manner to adults. They expressed the utilitarian and aesthetic value of nature, showed a scientific interest and an emotional connection to nature, and showed their joy in interacting with nature. Although certain similarities in children’s answers were noted, each child understands nature individually. Teachers should respect this fact and consider this in environmental and global education.

The chapter focuses on the educational potential of augmented reality for support of scientific literacy in pre-primary education. Development of scientific abstraction in preschool children (aged 3–7) is one of the goals of scientific pre-literacy (Jančaříková, 2015). The chapter presents the opportunities that augmented reality brings to development of scientific literacy. The authors give a brief overview of the area and of selected applications suitable for preschool children. They then focus on two of them, 4D animal and Quiver Vision, which were used in a research project involving two Czech and two Slovak kindergartens as well as 5 preschool children’s parents. Improvement of the learning process and of teaching methods contributes to a child’s complex development in the contemporary socio-cultural context. That is why the goal of the presented research was to identify the impact of the use of augmented reality on the development of children’s scientific literacy as well as on the teachers’ professional development. This action research project was conducted within the frame of science education context and included semi-structured interviews with teachers from a learning/play community of children involved in the research, and preschool children’s parents, as well as direct and indirect observations of children while involved with augmented reality in educational activities. The research showed that many teachers were not familiar with the technology of augmented reality, and some teachers expressed worries about how to employ augmented reality with preschool-age children. Additionally, the teachers shared creative ideas on how these technologies can be included in the offered activities.

The paper presents one of the possible perspectives on what can be called “good” questions in teaching. This perspective view is based on the definition of “good” questions in Sullivan and Lilburn (2010) and extends it to natural sciences and problems based on interdisciplinary relations. The presented activities are anchored in the Theory of Didactic Situations (Brousseau, 1997) and in Inquiry Based Teaching (e.g. Hodson, 2009; Chapman, 2010)

The Flipped Classroom approach, advocated since the 1990s by scholars such as Alison King, Eric Mazur, Maureen J. Lage, Glenn J. Platt, and Michael Treglia, involves students independently learning theoretical content before class via e-learning resources like video recordings and self-directed programmes. This allows educators to use class time for discussions and scaffolding as students engage in problem-solving tasks individually and in groups. Notable milestones include the establishment of Khan Academy in 2004, MEF University's adoption of flipped teaching in 2011, the founding of the Flipped Learning Network in 2016, and the extensive use of e-learning during the COVID-19 pandemic. This paper examines implementing a flipped classroom project in environmental education in the Czech Republic. In 2018, three academics from different universities initiated the flipping of environmental education courses. The research, framed as combined action research, employed a questionnaire as the primary tool. Data were collected twice: in 2021, at the end of mandatory online teaching due to the COVID-19 pandemic, and in 2024, after three years of regular education. Responses from 288 students were analysed using standard statistical methods, while open-ended responses from 82 students and interviews with four university lecturers were qualitatively assessed. The findings underscore the benefits of electronic materials, particularly students’ appreciation for interactive elements, time flexibility, and the ability to review content multiple times. Students' willingness to watch digital lectures at home decreased post-pandemic, and the perceived efficacy of this method was higher among students during the pandemic. Although students find the flipped classroom method effective, they favour its combination with traditional teaching methods. Educators, cognisant of the method's potential, interpret these results as indicative of “virtual environment fatigue”, noting students’ reluctance to prepare in advance as a significant barrier. They advocate for the widespread implementation of the flipped classroom model across faculties to optimise instruction and eliminate the need for switching between traditional and flipped approaches. This study offers a practical example and insights for educators seeking to integrate the flipped classroom methodology with e-learning tools into their teaching practices.