Aim. The main aim of our project is to find out the opinions of selected groups of respondents about the teaching of foreign languages. Methods. For verification, we chose to apply the research method of semantic differential and matched it in relation to psycholinguistics. Semantic differential is a research method aimed at verifying how respondents perceive concepts. We focused on verifying what the term language teaching evokes in three different groups of respondents (pupils/students, parents, and teachers). 16 bipolar terms were chosen, which the respondents had to evaluate on a scale of 1 to 7. The given term was evaluated more positively, the smaller the value of the number was. Didactic research was attended by 231 respondents who were divided into three basic groups: teacher, parent, and pupil/student. Then, the experimentally obtained data was statistically analysed and compared using post-hoc tests to determine which of the groups showed any results of significance. Results. Of the used terms, only 3 were statistically significant: contemporary - outdated, valuable - worthless and cheerful- sad. The statistically significant difference was manifested in the two groups of pupils/students and parents. Pupils/students evaluated the teaching of foreign languages as contemporary, valuable, and fun. By contrast, parents are inclined to answer that teaching foreign languages is outdated, less valuable and sad. Conclusion. The results evoke the implementation of new innovative based methods, for example, on integrated teaching (CLIL method) or new activating teaching methods.

Misconceptions, i.e. students' erroneous ideas, represent a long-term problem in the teaching of science. Their existence has a negative impact on the process of acquiring scientific knowledge and prevents the creation of a correct conceptual framework. Students' alternative ideas prevent proper learning and understanding of phenomena. Students find concepts and phenomena in chemistry particularly difficult because they are hard to imagine and therefore understand abstract concepts. This study investigates misconceptions related to physical and chemical changes among students in grades 7 to 9 attending elementary schools where the language of instruction is either Slovak or Hungarian. Specifically, it aims to compare the occurrence and nature of these misconceptions between Slovak-speaking and Hungarian-speaking students, and to determine whether the language of instruction influences students' understanding of scientific concepts. The data collection instrument as a diagnostic test consisting of tasks of varying difficulty. The validity and reliability of the test were verified using Cronbach's alpha (average α = 0.915), which confirmed its reliability. Our research confirmed that students have certain misconceptions regardless of the educational language in a given school system. The results showed that students often do not recognize the difference between the concepts of characteristic and process, have problems with interpretation at the macroscopic and submicroscopic levels. These findings underscore the importance of targeted intervention, innovative teaching methods, and an emphasis on linking theoretical knowledge with practical examples. This study contributes to clarifying students' misconceptions and supports the improvement of chemistry instruction on the topic of physical and chemical change.

The contemporary digital era has fundamentally reshaped pupil education. It has transformed learning into a dynamic environment with enhanced access to information. The focus shifts to the educator, who must employ teaching strategies, practices, and methods to engage and motivate the pupils. New possibilities are emerging for adopting active pedagogical approaches. One example is the use of educational online escape games. In the theoretical part of this paper, we present online escape games as a tool that broadens pedagogical opportunities for schools in primary school chemistry education. These activities are known to foster pupils’ transversal or soft skills. We investigate the practical dimension of implementing escape games in education. This pilot study aims to analyse primary school teachers’ perceptions of online escape games. We collected data using Q methodology and conducted the Q-sort through digital technology. Data analysis utilised both the PQMethod programme and ChatGPT 4-o, with a subsequent comparison of their respective outputs. Although some numerical differences appeared between the ChatGPT and PQMethod analyses, both methods yielded the same factor saturation and overall results.