<?xml version="1.0" encoding="UTF-8"?><xml><records><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jiří Škoda</style></author><author><style face="normal" font="default" size="100%">Pavel Doulík</style></author><author><style face="normal" font="default" size="100%">Martin  Bílek</style></author><author><style face="normal" font="default" size="100%">Zuzana Procházková</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">DEVELOPING STUDENTS’ SOFT SKILLS IN INQUIRY-BASED LOWER SECONDARY SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century</style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">inquiry-based lower secondary science education (IBSE)</style></keyword><keyword><style  face="normal" font="default" size="100%">school environment</style></keyword><keyword><style  face="normal" font="default" size="100%">science literacy</style></keyword><keyword><style  face="normal" font="default" size="100%">self-assessment</style></keyword><keyword><style  face="normal" font="default" size="100%">soft skills</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2025</style></year><pub-dates><date><style  face="normal" font="default" size="100%">December/2025</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">https://journals.indexcopernicus.com/search/article?articleId=4714179</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">83</style></volume><pages><style face="normal" font="default" size="100%">continuous</style></pages><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Inquiry-based science education (IBSE) is a student learning management strategy focusing not only on the active construction of knowledge in the natural sciences. Through the used educational procedures, it also develops students' soft skills. The impact of IBSE on the development of soft skills was monitored in a group of 14- to 15-year-old students in Czech basic schools. The main aim of the study was to determine whether IBSE contributes to greater development of students' self-assessment of the achievement level of selected soft skills compared to the transmissive model of managing their learning activities. The study employed an educational experiment as its validation method. The experimental group (N = 232) received IBSE teaching over a five-month period, delivered by teachers who had received prior IBSE training and were regularly supervised by the research team. The control group (N = 207) was taught using the transmission model for the same duration. Soft skill self-assessment was conducted using an 80-questions questionnaire based on interval scales. For each skill, the level of self-assessment was calculated as the arithmetic average of respondents’ ratings across 10 items. The collected data were analysed using descriptive and inferential statistical methods. The results show that students taught using IBSE reported significantly higher self-assessed levels in communication, teamwork, problem-solving, creativity, and the ability to learn new things compared to the control group. IBSE appears to be an effective educational model that not only supports science literacy but also fosters the development of key soft skills applicable in real-life and out-of-school contexts.</style></abstract><issue><style face="normal" font="default" size="100%">6</style></issue><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">840-859</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pavel Doulík</style></author><author><style face="normal" font="default" size="100%">Jiří Škoda</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">BRANCH DIDACTICS AND ITS PERSPECTIVES OF DEVELOPEMENT WITHIN THE CZECH REPUBLIC</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">branch didactics</style></keyword><keyword><style  face="normal" font="default" size="100%">didactic transformation</style></keyword><keyword><style  face="normal" font="default" size="100%">pre-gradual teachers´ training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2010</style></year><pub-dates><date><style  face="normal" font="default" size="100%">March/2010</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1399917003.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">19</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The article deals with branch didactics (subject methodology) current issues related to its gradual establishment within the fields of scientific disciplines. Branch didactics is analyzed with reference to its variable aspects of development and its gradual determination based on the original branch of science it evolved from. The article is also focusing on staffing as well as the consequences of the individual role of staffing within the development and directing of branch didactics. Such topics as pedagogues´ competencies together with their optimum qualifications are brought up. The article is concluded by frame definitions of main branch didactics activities, concentrating on its aspects of irreplaceable and individual fields of science.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">15-19</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pavel Doulík</style></author><author><style face="normal" font="default" size="100%">Jiří Škoda</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHALLENGES OF CONTEMPORARY SCIENCE EDUCATION</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">multi-disciplinary</style></keyword><keyword><style  face="normal" font="default" size="100%">science education</style></keyword><keyword><style  face="normal" font="default" size="100%">science education purposes</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2009</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2009</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392408363.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">11</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The paper deals with basic functioning, objectives and challenges of science education at the threshold of the 21st century. The authors define complex issues of science education: global environmental issues and problems, interrelation of science, technology and society, key concepts and crucial issues of science education along with inter-disciplinary thinking. Due to global trends in curricula management, the autonomy of science teachers rises as well as the amount of their responsibility. The most important selected issues are discussed within the article and the authors attempt to seek optimum solution.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">45-50</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Pavel Doulík</style></author><author><style face="normal" font="default" size="100%">Jiří Škoda</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">SEVERAL COMMENTS ON CONTEMPORARY CHANGES TO PREGRADUATE TEACHER TRAINING IN CZECH REPUBLIC</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">baccalaureate programmes</style></keyword><keyword><style  face="normal" font="default" size="100%">master’s programmes</style></keyword><keyword><style  face="normal" font="default" size="100%">teacher training</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2008</style></year><pub-dates><date><style  face="normal" font="default" size="100%">May/2008</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392233198.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">6</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">Pregradual preparation of teachers for the 2nd grade of elementary school and high school in Czech Republic is being intensively changed at this time and this change brings a lot of problem. It is about necessity of structuration of teacher‘s preparation. The contribution is engaged in main aspects of structuration process and discussed reasons for and against structuration. It pointed out negatives which can be explored in connection with structuration.</style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">55-59</style></section></record><record><source-app name="Biblio" version="7.x">Drupal-Biblio</source-app><ref-type>17</ref-type><contributors><authors><author><style face="normal" font="default" size="100%">Jiří Škoda</style></author><author><style face="normal" font="default" size="100%">Pavel Doulík</style></author></authors></contributors><titles><title><style face="normal" font="default" size="100%">CHILDREN’S CONCEPTS RESEARCH OF SELECTED COMMON PHENOMENA FROM PHYSICS AND CHEMISTRY AT ELEMENTARY SCHOOLS</style></title><secondary-title><style face="normal" font="default" size="100%">Problems of Education in the 21st Century </style></secondary-title></titles><keywords><keyword><style  face="normal" font="default" size="100%">pre-concepts</style></keyword><keyword><style  face="normal" font="default" size="100%">quantitative research</style></keyword></keywords><dates><year><style  face="normal" font="default" size="100%">2007</style></year><pub-dates><date><style  face="normal" font="default" size="100%">August/2007</style></date></pub-dates></dates><urls><web-urls><url><style face="normal" font="default" size="100%">http://oaji.net/articles/2014/457-1392218597.pdf</style></url></web-urls></urls><volume><style face="normal" font="default" size="100%">1</style></volume><language><style face="normal" font="default" size="100%">eng</style></language><abstract><style face="normal" font="default" size="100%">The article deals with quantitatively oriented transversal diagnostics of pre-concepts of selected common concepts in physics and chemistry at primary schools and their genesis. The research was carried out in a sample of 60 pupils from the 5th class, 60 pupils from the 7th class and 60 pupils from the 9th class of selected primary schools in the Ústí nad Labem Region. The applied research methods were as follows: a questionnaire, didactic test, analysis of pupils´ tests and concept mapping. The objective was to monitor the affects of targeted school teaching of chemistry and physics on the creation of pre-concepts. The achieved results are discussed in terms of the possibility to integrate chemistry and physics teaching at primary schools. </style></abstract><work-type><style face="normal" font="default" size="100%">Original article</style></work-type><section><style face="normal" font="default" size="100%">106-112</style></section></record></records></xml>