Project-based learning, motivation, ICT Enhanced Teaching and Learning, peer learnig, peer Assessment.

The main goal of the project was to acquaint students with the biochemical nature of stress and the disease of civilization - depression. The project was implemented through the eTwinning platform. Pupils of compulsory elective subjects in chemistry, 18 pupils of the Josef Kainar secondary school and 16 pupils of the T. Ružička Bilingual secondary school in Žilina were involved in the pilot verification of the project. During the project assignment, students were introduced to the schedule, sub-topics, selected mobile applications, poster creation methodology and citation standard. Pupils were divided according to mutual sympathies into groups of four or five member teams, the assignment of four sub-topics and Czech-Slovak teams took place by drawing lots of avatars. The task of the international team was to process the word cloud, comics and poster from the key concepts of the subtopic. We consider the restriction of pupils' communication in the TwinSpace to chat only to be insufficient. The outputs of the project were A2 format posters, their presentations, questionnaires filled in by the pupil and the teacher, presentation of the project on the school website and it’s sharing in the TwinSpace.

The paper compares the results of the evaluation of three worksheets of practically assigned research tasks focused on the division of a multicomponent mixture, analysis of substances and determination of discolored samples of beverages using pH. In order to compare the quality of solving individual tasks, a methodology for evaluating worksheets was prepared for our own research. Within the SGS project, the tasks were tested by a research sample of 152 fourteen-year-old students who worked in two-member teams and were divided into two groups. In the control group, 33 teams worked with the assignment of a research task in the form of a motivational text. The practical verification of the tasks and the subsequent analysis of the completed worksheets revealed difficulties for the pupils with the formulation of the research problem, the exact recording of the procedure and the results of the observations. The experimental group involved 43 teams, which verified worksheets supplemented by the elaboration of a research problem using a mind map. In the evaluation of tasks requiring complex thought operations and manual dexterity, statistically significant differences between groups in the quality of procedure recording and observation results were observed using Pearson's independence test. It was found that problem analysis using a mind map helps to successfully solve more complex problem situations in the research process.