Every nation has its unique intangible culture that is passed down from generation to generation thanks to what is still alive. Czechia has a rich intangible cultural heritage, e.g., Mardi Gras, Verbuňk dance, blueprints, Christmas-themed beaded decorations, puppetry, etc., which are all on UNESCO’s Intangible Cultural Heritage Lists. However, it also has other traditions, ceremonies, legends, folk tales, and weather lore related to weather forecasting in relation to agriculture. The most popular weather lore is related to the feasts of saints, as the feast’s dates have remained unchanged for a very long time in the calendar. The aim of this study is to bring Czech weather lore, which, even today, in the age of numerical models, has a certain meaning, closer to readers. Some weather lore has been forgotten over time, but most of it still remains in Czech folk traditions, which continue to be spread orally or in written form. We wondered whether young people knew weather lore as part of their cultural heritage. The results of a survey based on a sample of 220 respondents, including students at the University of West Bohemia in Pilsen and future teachers at primary schools, led to the conclusion that weather lore is well-known among the young Czech generation as well.

Currently, teaching programming in primary and secondary schools is already standard practice in many countries. Although teaching methods and tools vary, the goal remains the same: to teach students how to program, i.e., to create appropriate algorithms for solving various tasks. In our research, we focused on the influence of personal interest and career orientation as motivation for better performance in programming and algorithm design. The main objective of the research was to determine the influence of student motivation, personal preferences, and career orientation tests on programming results. The secondary objective of the research was to verify in the practical part whether elementary school students (eighth and ninth grade) are able to program an industrial machine that they will encounter at secondary vocational schools. A structured questionnaire and an unconventional device, the PLC Logo from Siemens, were used as testing tools. Research has shown that students who have the prerequisites for studying at a technical secondary school achieve better results in programming than students who do not have these prerequisites.