Natural sciences are an important driving force for progress in the world of science. It is therefore essential that pupils are properly directed to the path of science, where their knowledge of scientific concepts and the structure and functioning of living organisms can be expanded while they are developing an awareness of nature conservation at the same time. In our graduate paper, we would like to emphasise the importance of practical lessons and learning through research during science lessons. The syllabus itself defines that science lessons should mostly be based on direct observation, experimental and field work. Despite all the recommendations, frontal lessons still prevail and there is an insufficient focus on independent and practical learning.
In our graduate paper, we present the observation of the phenophases of a cherry tree as an example of learning through research. By observing cherry trees at two different locations, we established the impact of the location on the onset of phenophases. We discovered there was a difference in the onset of phenophases in the two locations. Besides the location, we wanted to find out if there were any differences in phenophase development for individual branches facing different directions. Only minor differences in terms of speed among individual branches were established, but we observed certain differences in fruit colouring intensity throughout the development. Fruits with more sun exposure obtained their colour faster than other fruits.
At the end of our graduate paper, we would like to present learning through research while observing the development of the cherry trees’ phenophases, which can be performed by pupils during science lessons during the sixth grade in primary school. Learning materials for pupils and recommendations for teachers were created. This type of lesson provides pupils with direct experience, which leads to deeper and more permanent knowledge of the structure and functioning of certain plant organs, plant propagation and ecology.
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