The aim of this research was to empirically validate constructs for evaluation of teachers' attitudes toward usage of educational software in chemistry teaching. Questionnaire with items transformed from UTAUT (Unified theory of acceptance and use of technology) and other technology acceptance theories were filled in by 556 Czech chemistry teachers. All constructs passed recommended .7 thresholds of Cronbach’s alpha so they can be used in acceptability researches before and after introduction of educational software or building models. However, analyses of effect sizes show that there are not only differences between users and all nonusers generally, but also prove differences between various types of nonusers. Nonusers were established as a) those who had used educational software and abandoned it; b) those who do not use educational software, but are planning to use it in the future, and c) those who do not use educational software and have no intentions to use it. An unexpected finding reveals that differences among subgroups of nonusers can be even larger than between users and nonusers, especially the group c) is an outstanding group. Consequently, factors and their influence on the acceptance and use of educational software in chemistry teaching should be explored for each group separately. Keywords: chemistry education, education software, technology acceptance.

In this research, a model to determine chemistry teachers’ acceptance of educational software in secondary education is proposed. The model extends the unified theory of acceptance and use of technology (UTAUT) model. Data were collected from 556 Czech chemistry teachers and analysed using structural equation modelling. With respect to the significant differences among technology users and various types of nonusers, the research model for each user group was tested too. The results showed significant differences in the individual models for each group of technology user. In the model for ‘current users’ of educational software, the influence of facilitating conditions on current users’ use of educational software behavioural intention is stressed. In addition, non-planning users’ behavioural intention seems to be influenced by their personal innovativeness in IT, social influence, and performance expectancy. Behavioural intention and attitude towards using educational software affect each of the tested models, with attitudes being an even stronger predictor of educational software usage than behavioural intention. The models contribute to the understanding of teachers’ acceptance of educational software, which can be utilized in both pre- and in-service teacher training, considering technology mastery a necessary teacher competence. Keywords: chemistry teachers’ motivation, educational software use, secondary education, technology acceptance

Higher injury rates among children is a significant post-COVID-19 phenomenon. This paper focuses on injury frequency in pre-school, as well as in younger school-age children, and maps the approaches used by families to prevent injuries and ensure child safety in the Czech Republic. The aim of the survey was to determine what types of serious injuries prevail among children, how parents or grandparents evaluate the awareness of children toward dangerous situations, and what opinions and preferences they have regarding educating their children about health and safety. The questionnaire survey among parents and grandparents (N = 278) of children from birth to the age of 12 was conducted at educational events for the wider public in 2017–2019. The survey showed that head injuries (27%) are prevalent among pre-school children; however, in children older than 5 years, injuries are due to increased outdoor activity and tend to be more associated with sports and leisure activities (fractures 31%, burns 23%). Most respondents considered their children to be more likely to recognize life-threatening risks, which is worrying in the context of the rising number of injuries in the Czech Republic in recent years.

Currently, the implementation of information and communication technologies (ICT) has been strongly recommended to science teachers. For identification the factors of successful ICT implementation the Unified Theory of Use and Acceptance of Technology (UTAUT) is applied, which works as the theoretical background of planned monitoring of Czech chemistry teachers´ attitudes to this problem. This theoretical review introduces the process of creating the modified UTAUT model serving as the basis for a research tool to be exploited for the future survey. Within this process three sources were exploited: (1) theories dealing with factors which influence user behaviour in relation to the use of modern technologies, (2) the analysis of research results focused on the acceptance and use of ICT in chemistry instruction and (3) results of researches conducted by the authors in the field of the effectiveness of the educational software used in chemistry teaching and learning. The conducted analysis of these three sources resulted in defining the presented survey and designing the appropriate theoretical model and research tool. Key words: chemistry education, educational software, The Unified Theory of Use and Acceptance of Technology (UTAUT), teachers´ attitudes.

The article presents a study focused on the teaching staff and the impact of their occupational health and safety (OHS) teaching on pupils in pre-primary and primary education. A questionnaire survey was conducted among 227 teachers from eleven pre-primary and primary schools in Prague, Czech Republic in 2021. Pre-primary teachers rated themselves as more competent in OHS than teachers of primary education, although pre-primary children had a higher rate of injuries. More frequent OHS training did not affect teachers’ self-assessment but reduced child injury rates, especially if such training was completed more than once a year.