Abstract
Contribution is aimed at analyses of methodological problems concerning development of research instruments for children participants. From the point of view metodology and ethics this topic is demonstrated at two types of qualitative research.
First, the research concerning concept contained negative social experiences of pupils. Second, the research concerning a pupil's pre-concept of time succession at a story, this research task is with assent to cognitive approache to Czech language education.
Data ratify signifikance of school context influencing research, as well as form of research instruments and their semantics and graphics. In the case of questionnairy with pictures or texts with many details developing a fantasy of respondents, there is dominance of non-verbal semantic information.
In the case of the research instrument as an applicated task for a pupil, we can find a mistake of the measurement concerning the bad or insufficient learning of way, how the task must be solved. The problem can be connected also with the dependence on memory.
When the task works with text narrating tales or another type of a story, there is a danger, that pupils can create their own story, but it is the mistake for research data.