Redox active transition metal ions (e.g., iron and copper) have been implicated in the etiology of many oxidative stress-related diseases including also neurodegenerative disorders. Unbound copper can catalyze formation of reactive oxygen species (hydroxyl radicals) via Fenton reaction/Haber–Weiss chemistry and therefore, under physiological conditions, free copper is potentially toxic and very rarely exists inside cells. Copper(II) bound to the aminoacid L-histidine represents a species discovered in blood in the mid 60s and since then extensive research on this complex was carried out. Copper bound to L-histidine represents an exchangeable pool of copper(II) in equilibrium with the most abundant blood plasma protein, human serum albumin. The structure of this complex, in aqueous solution, has been a subject of many studies and reviews, however without convincing success. The significance of the (1:2) copper(II)-L-histidine complex at physiological pH documents its therapeutic applications in the treatment of Menkes disease and more recently in the treatment of infantile hypertrophic cardioencephalomyopathy. While recently the (1:2) Cu(II)-L-His complex has been successfully crystallized and the crystal structure was solved by X-ray diffraction, the structure of the complex in fluid solution at physiological pH is not satisfactorily known. The aim of this paper is to study the (1:2) Cu(II)-L-histidine complex at low temperatures by X-band and S-band EPR spectroscopy and at physiological pH at room temperature by Fourier transform CW-EPR spectroscopy.

Computational thinking is a highly appreciated skill by mathematicians. It was forecasted that, in the next few years, half of the jobs in science, mathematics, technology and engineering (abbreviated as STEM, including arts as STEAM) will use some kind of computation. It is therefore necessary to enhance the learning of mathematics by collaborative problem-solving activities focused on both learning mathematics and developing computational thinking. The problems in science offer a reasonable context in which to investigate the common overarching concepts (e.g., measuring the length). An interdisciplinary STEAM collaborative problem-solving activity was designed and piloted with 27 lower secondary students aged 13.07 ± 1.21 years. Different levels of willingness to use the technology were observed and the factors influencing it were identified. We found that strong background knowledge implies high demands when controlling the used device. On the other hand, when a nice and user-friendly application was used, students did not need to perceive any control over it. After the intervention, the students’ views on the tablet changed and they reported more STEAM-related functions of the device.

In this article, we show the easy way to compare the readability of two physics school texts written in the same language. We show that the readability of scholar texts depends on the frequency of terms. We compare the readability of texts from two physics textbooks written in Slovak. In these comparisons, we used the frequency of words and terms with a given length (probability distribution) instead of using a readability formula. The concept of analysing the frequency of words in a text agrees with our observations made by eye tracking systems. We verified our results by cloze tests. The method comparing the probability distribution of words and terms of two texts (written in the same language) is very simple, intuitive as well as language independent (in contrary to readability formulae).

Terms - project, projecting and the method of projecting - are nowadays frequently used in different relations. Those terms, especially as methods (of a cognitive process), are also transferred to the educational process. Before a new educational method comes to practice, the teacher should be familiar with it and preferably when it is done so during his university studies. An optional subject called Physics in a system of science subjects has been included into physics curricula for students of the fourth year of their studies at the Faculty of Science of Constantine the Philosopher University in Nitra. Its task is to make students aware of ways how to coordinate knowledge and instructions presented in these subjects through analysis of curricula and textbooks. As a part of their seminars students are asked to create integrated tasks and experiments which can be assessed from the point of view of either physics or chemistry or biology and which can motivate pupils and form their complex view on various phenomena in the nature. Therefore the article discusses theoretical and also practical questions related to experience that originates from placing the mentioned method and the subject Physics in a system of science subjects into the preparation of a natural sciences teacher in our workplace.

Deepening interest in didactical problems of teaching physics can be from the beginning associated with the creation of the subject of physics, especially at secondary schools. In the 20^th century it was no longer possible to ignore the rapid development of physical science and application of its results in practice. The subject of physics required the definition of its content, development of textbooks and, amongst others, new ways of teaching in comparison with the past. The interest of teachers focused mainly on increasing the clarity of explanation - the creation of experiments and teaching aids. Since 1926 Association of Mathematicians and Physicists in the first Czechoslovak Republic issued a didactic-methodological annex to the Journal of Mathematics and Physics, as a discussion in order to increase the quality of teaching. However, this action was spontaneous and subjective. In the second half of the 20^th century didactics of physics became a study discipline, part of the training of future secondary school teachers and the development of scientific work in the field of Theory of teaching physics started.

The level of educational outcomes in individual countries is a decisive factor in deciding on the setting of the educational system. If negative tendencies are manifested in this system, changes need to be made. In science education, and especially in physics teaching, negative results appear regularly in various assessments. However, experts warn that the situation may worsen if the analysis is incorrectly evaluated. Slovakia is undergoing an education reform, which prioritizes goals such as critical thinking and scientific literacy, while at the same time moving away from cognitive and mathematical complexity. Will this change lead to better student results? In this article, we try to point out both the positive and negative aspects of the reform understood in this way.