Abstrakt
Pupils can gain knowledge and skills through their experience with solving partial inquiry-oriented science tasks and problems both in school and also in real life. This experience is often applied during solving project-based problems.
Moreover pupils can use these gained skills to effectively search for imaginative project products. The partial skills of pupils connect and develop into complex project-management skills during the solving of project.
Pupils gain not only knowledge but also additional skills by solving designed tasks. These skills support the development of project-based learning and consequently the skills of project management.
The contribution presents some examples of tasks that connect knowledge of science and mathematics. We would like to present such tasks that are focused on chemistry problems and can be simulated by activities known from everyday life.
Solution of proposed tasks require application of mathematical phenomena. Our goal is to arouse the creative thinking in pupils' minds.
On top of that pupils subconsciously acquire skills of constructive discussion, designing solutions, revision of results, cooperative problem solving, argumentation and many others. In the article we introduce two types of tasks leading the pupils to modelling of chemistry principles.
The pupils should be able to design and model the results of their inquiries. These tasks have been verified in high school chemistry lessons.