Application in the class


The contribution of the teaching scenario to classes is in the design of activities that, with the implementation of ICT and connecting with life examples, motivate students and make the classes imaginative and attractive. In this respect, the specifics of each subject are respected.

In Physics, the experiment (measurement and observation) is the basis of study and teaching. Therefore, the structure of activities follows the usual course of the research / project approach:

  • observing / introducing the problem, while using as many as possible examples from real life
  • setting the goal, i.e. defining the research question (or several)
  • setting a hypothesis (not necessary)
  • defining the tasks (what will be measured, observed, studied)
  • performing tasks/experiments
  • data processing
  • presentation of results and conclusions (interpretation).

The activities proposed in the scenarios can be incorporated into classes as a complete unit (lesson) or as part of a classroom. It is possible to incorporate only a part of an activity into a lesson and combine multiple proposed activities or their parts.

Details of guiding students through activities, such as e.g. stating assumptions, instructions for measurement/observation, and discussion of results are left to the choice of teachers.


Biology is the science of life that encompasses many scientific disciplines. Relationships and processes it deals with are often very abstract and difficult to explain with classic classroom teaching. That is why, for the adoption of biological concepts, it is necessary to work on examples from reality or different models, physical or digital. In addition, considering that knowledge and abilities, i.e. concepts that should be adopted during teaching, are necessary for making appropriate decisions important for personal and social development, as well as for a responsible attitude towards society and the environment/nature, a strong connection between the curriculum and its teaching with real situations in which we find ourselves throughout our lives is necessary. All this is challenging to explain to students burdened with a large amount of material from different subjects. Therefore, it is desirable to make the lesson vivid, attractive, and motivating, and present the material so that students clearly know why it is really necessary in life and that they feel the need and desire for their adoption, because inner motivation is the best motivation.

Biology teaching scenarios are designed to include elements of motivation and upbringing and to help deal with common life situations. In addition, they contain suggestions of different ICT tools whose use can facilitate student and teacher communication, and accelerate, facilitate, and make student activities more interesting. The use of the proposed ICT tools will save time, faster and more complete exchange of information and better preparation of students, which will reduce the teaching hours and allow for the application of proposed contemporary teaching methods that enable active participation of students in teaching.


Chemistry teaching scenarios, using the advantages of ICT, enable teachers to use various activities to teach Chemistry in an interesting and educational way. Students become active participants in the teaching process: they acquire new knowledge through their own experience of applying digital educational content in everyday classes, as well as through independent and research work in the preparation of digital educational content (audiovisual materials, computer generated animations, 3D animations of molecules, graphs, PowerPoint presentations, etc.)

Suggested videos, animations, and interactive content in the scenario activities clearly show that chemistry is a natural science and that knowledge about chemical changes and laws comes from experiments. The experiments are mostly proposed as students’ work in groups with the aim of developing a scientific approach to content and encouraging working habits and work skills.

When developing activities in the teaching scenarios, the relationship between the teaching content of Chemistry and other teaching subjects, such as Physics, Biology and Geography, is emphasized, along with the interrelated themes of Civic Education, Health Education and Entrepreneurship.


Mathematics teaching scenarios are written so that students are interested and encouraged to individual research and discovering mathematical knowledge. The abstraction of mathematical content is often an obstacle for students to successfully master and understand them, and to see its beauty, importance, and purpose. That is precisely why teaching scenarios represent a step forward in teaching and learning mathematics in an interesting way that is close to the students and their real life needs. The approach to mathematical activities is often problem-based, in which students are encouraged to independently investigate some phenomenon or problem and combine the results and conclusions obtained with mathematical records using an ICT tool. The use of ICT tools in scenarios enables the vividness of teaching contents, which is one of the basic didactic principles in teaching mathematics. The activities are designed to encourage co-operation and communication between students and to make each student motivated, creative, and successful in carrying out the activities. Scenarios strongly connect the application of mathematics to situations from the immediate environment, thus learning mathematics becomes real for students and gains an understandable purpose.

The activities offered in mathematical scenarios may be incorporated into the process of teaching and teaching in a variety of ways. The teacher can conduct the activity as part of the lesson, they can organize the entire class as a scenario activity, or can also offer the idea presented in the activity to students as a project or another form of independent work that students study outside the classroom. Freedom of use of the teaching scenarios will surely enable every teacher to occasionally include them in their teaching work.

All scenarios are licensed under the Creative Commons Attribution 4.0 international license. When using a scenario, you need to designate the authorship of the work in the following manner: CARNet (2017) e-Schools Teaching Scenario˝ (enter the title of the teaching scenario)˝,