Peer assessment; peer learning; problem solving; project based learning; reflective Inquiry

The article provides a comparison of the results of the research tasks focused on dividing of multi-component mixtures, which were verified by 83 pupils from two different multi-year grammar schools and a class of primary schools of science. The results of the solution of 25 two-member groups of pupils who completed both research days were used for statistical comparison by the paired t-test. It was found that pupils have the greatest difficulty in recording observation results, using accurate teaching terminology and formulating the research problem. Based on the analysis and comparison of completed worksheets, the possibilities of removing obstacles arising from the solution were proposed.

The article provides a comparison of the results of the research tasks focused on dividing of multi-component mixtures, which were verified by 83 pupils from two different multi-year grammar schools and a class of primary schools of science. The results of the solution of 25 two-member groups of pupils who completed both research days were used for statistical comparison by the paired t-test. It was found that pupils have the greatest difficulty in recording observation results, using accurate teaching terminology and formulating the research problem. Based on the analysis and comparison of completed worksheets, the possibilities of removing obstacles arising from the solution were proposed.