Modern research in pedagogy favors experiential learning for teaching science and biology, because it – in combination with active student cooperation – enables students to both learn new information and practice skills, used in science. It also gives students the opportunity to build attitude toward science. We conducted a research with the aim to obtain lower secondary school students' attitudes toward practical work and how has practical work changed during online classes, caused by the pandemic. For that purpose we prepared a questionnaire and processed the data obtained with it. Our data showed that the practical work is popular among students, they enjoy lessons with experiential elements and recognize the importance of knowledge and competences they obtain with it. We also confirmed that the quality of practical work during online classes drastically decreased. Students expressed more dissatisfaction with practical work. Teachers substituted most of the practical work with frontal explanation or poor demonstration, which was also the main point of complaint for students. This research also allowed us to explore the level of students' self-efficacy belief for practical work. We found out that most of the students believe to be well qualified for the execution of practical work and that the students with a higher self-efficacy belief express more interest for practical work.
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