Abstract
The sudden shift to distance and hybrid learning due to the COVID-19 pandemic created a need to identify out-of-school learning settings and practices that reflect the vision of inquiry in science education. The meaningful adaptation of science materials in a distance learning environment combined with face-toface learning can promote and enhance development of science concepts as well as science practices. We present the teaching material as a three-level gradually developing design that provides opportunities for pupils to engage in home (out-of-school – level 1), school (classroom, school lab – level 2) and specialized (specialized lab, university – level 3) settings. A set of several scientific research questions is introduced. They have increased complexity and precision (three levels), are relevant and authentic for pupils (aged 11 – 17) with potential to develop all aspects of scientific literacy.
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