Active learning, represented by inquiry-based science education (IBSE) strategies, is considered essential for students to develop skills and knowledge to prepare for the challenges of the 21st century world. The success of IBSE, and the resulting development of inquiry skills in particular, can be enhanced by various factors. This study is focused on the synergetic effect of the implementation of IBSE through well-designed inquiry activities across STEM-related disciplines, enhanced by digital technologies and formative assessment tools, delivered by teachers educated in this field. The corresponding research based on a quasi-experimental design evaluated the effect on the development of inquiry skills that were identified before and after a period of consistent implementation of IBSE, using a written test of inquiry skills as the main research instrument. The research findings on the sample of 2307 upper secondary school students confirmed a low initial level of inquiry skills, however a statistically significant improvement in students’ inquiry skills with medium size effect was identified. The detailed analysis shows the largest impact in the skill of determination of accuracy and statistically significant differences between genders without practical importance, however no difference was identified with regard to the number of inquiry activities undertaken.

Bádateľsky orientované vzdelávanie (BOV) patrí v poslednom období k najčastejšie skloňovaným pojmom v súvislosti s inováciou prírodovedného vzdelávania. Cieľom BOV je okrem konceptuálneho porozumenia aj rozvoj žiackych zručností realizovať bádanie a vyhodnocovať jeho výsledky. Prezentovaný výskum je zameraný na diagnostikovanie aktuálnej úrovne rozvoja vybraných bádateľských zručností žiakov gymnázia. Vychádzajúc z dostupných testov bol na základe klasifikácie bádateľských zručností vytvorený test bádateľských zručností. Testové úlohy určené na posúdenie úrovne zručnosti plánovať postup experimentu (identifikovať premenné a ich vzťah), transformovať výsledky do grafu, určovať vzťahy medzi premennými, identifikovať možné zdroje chýb a obhajovať výsledky a argumentovať, sú vsadené do matematického, fyzikálneho alebo informatického kontextu. Test bol zodpovedaný vzorkou 751 žiakov 1. a 2. ročníka niekoľkých gymnázií na Slovensku. Kvantitatívna analýza výsledkov testovania ukázala nízku priemernú úspešnosť žiakov v celom teste (32,5 %) ako aj v jednotlivých testových úlohách pohybujúcu sa približne v rozmedzí 8–50 %. Zo štatistického testovania vyplynulo, že medzi výsledkami žiakov 1. a 2. ročníka nebol významný rozdiel, zatiaľ čo výsledky chlapcov boli lepšie ako výsledky dievčat. Podrobná kvalitatívna analýza odhalila mnohé nedostatky, ktoré sa najvýraznejšie prejavili v oblasti analýzy a interpretácie výsledkov a žiackych argumentačných zručností.

Previous work covers building a tower from a stack of homogeneous rectangular plates, each with a maximum shift in displacement. We suggest using plates shaped as curvilinear triangles bounded by segments of power-law functions. The masses of the plates and the position of their center of mass are calculated and measured experimentally after cutting them out from cardboard and aluminum sheets. A computer simulation of the displacement towers is combined with their live building. Individual maximum shifts of the plates in the stack prove to be much bigger the higher the power coefficient of the boundary curves. The resulting total overhang of such a displacement tower may exceed that of a stack of traditionally used homogeneous rectangular cards.

The current trend in the education is focused on skills that are cross-subject and have a great importance for the pupil future life. Pupils should acquire different types of skills during their education to be prepared for future careers and life in the 21st century. Physics as a subject offers many opportunities for pupils’ skills development. One of the skills that are expected to be developed in physics and also in other sciences is making predictions. The prediction, in the meaning of the argument about what may happen in the future, is an integral part of the empirical cognition, in which students confront existing knowledge and experience with new, hitherto unknown and surprising phenomena. The extent of the skill is the formulation of hypotheses, which is required in the upper secondary physics education. In the contribution, the prediction skill is specified and its eventual levels are classified. Authors focus on the tools for skill level determination based on the analysis of pupils‘ worksheets. Worksheets are the part of the educational activities conducted within the Inquiry Science Laboratory Steelpark. Based on the formulation of pupils’ prediction the pupils thinking can be seen and their understanding of the topic, as well as preconceptions and misconceptions.

The traditional physics classroom is usually designed for following the teacher’s explanation, individual work of pupils with the textbook and workbook. The demands placed on higher cognitive processes, the development of scientific literacy and personalised learning require adequate learning environment. We consider the classroom as a flexible environment sectioned into different learning zones. In this paper we introduce the learning zones: interact, investigate, develop, create, exchange, and present. An example of its use in school practice is the methodology How a candle burns using several learning zones. From the perspective of physics education, we define inquiry skills, the development of which is purposefully supported by the active learning of the pupils in each learning zone. We analyse initial findings from teacher education on teachers’ attitudes and preferences in the use of learning zones and formulate recommendations for the professional community for the use of flexible learning environment in physics education.