| Abstract [eng] |
provides students with the opportunity to directly interact with their environment. The classics of pedagogy (Komensky, Diesterweg, Pestalozzi) considered observation to be the basis of knowledge. Eberbach and Crowley (2009) identified 4 factors of scientific observation: noticing, questioning, observation records, and productive disposition. Huanhuan and Palshkova (2024) state that through observation, students can notice details and changes in the environment, discover connections, and thus focus attention and develop critical thinking. Based on Rybska (2024), Johnston (2009), Kim and Park (2018), Tomkins and Tunnicliffe (2001), and other authors, the author of this article created a scheme of factors influencing students’ observational ability. This led to the development of an educational activity scenario, tasks, and worksheets for students, as well as the organization and investigation of the educational activity. The results of the educational activity show that the observation activity evoked positive emotions in many students and aroused their curiosity. Students were interested in the practical activities conducted during the observations, including recording various meteorological indicators. The effectiveness and meaningfulness of the activities are demonstrated by changes in students’ knowledge and skills. Educational activities not only confirmed but also expanded theoretical statements about the advantages of the observation method. During these activities, students had the opportunity to apply their existing practical knowledge, improve their data collection and conclusion-drawing skills, and gain a better understanding of the studied phenomenon. The question raised by both the teacher and the students gave the students a sense of discovery and the opportunity to gain new knowledge. By collecting and recording data, students became more responsible, independent, and insightful, improving their observation skills by moving from everyday to scientific observation. Students’ observations were greatly influenced by the teacher‘s preparedness to organize systematic observation activities and her flexibility within the educational process. Considering students’ interests, the teacher continuously adapted and refined the activity plan, maintaining students’ engagement and motivation to ask even more questions. |
