With a rapid growth of information and new discoveries, curricula at schools have been massively overloaded in recent years. At the same time, modern technologies, which have accelerated the learning process in many ways, cause a lack of learning through our own experience. A solution to this state can be a game as a means of linking formal and informal learning. The use of a game might be diverse: gamification of a class with simple gaming activities folded into a game story using a scoring system, comprehensive educational games based on role-playing, or using an ICT game as a tool for recognition of the area of student’s interest, a tool for asking new questions, and a tool for offering the desired experience. With regard to the knowledge we have about the learning process, it is clear that experience is still the most effective way of learning, with long-lasting sustainability. So, if we offer experience in an appropriate way, we can make the entire learning and educational process more effective.

The basic topic of this article is the undergraduate preparation of future teachers in the Czech Republic, specifically the issue of the pedagogical practices of future teachers. We focused mainly on reflective activities within this preparation. The first part of the article deals with the mapping of this area in the educational systems of other countries or other regions of the Czech Republic. The second part is devoted to a description of the current state of reflection among science teacher education students. It also proposes an innovation of the system of reflection implementation using modern IT tools in the context of full-time and distance education. The third part presents the outputs of the e-questionnaire prepared for both face-to-face and distance learning.