Research Contexts of Science Teaching in Student’s Master’s Theses

Abstract

The article analyzes modern strategies for preparing future primary school teachers, emphasizing the vital collaboration between universities and public schools. The study aims to define the role of an extensive 15-week school internship in forming the identity of a "teacher-researcher". The research discusses the cyclical principle of working on a Master's thesis, which encompasses problem identification, collection of empirical evidence, and the intervention phase.

Special focus is given to the methodology of teaching science and the realization of target concepts defined by the National Curriculum, such as "Object," "Phenomenon," and "Sustainable Development". The article presents examples of integrating STEM approaches, experimental learning, and environmental education to enhance students' scientific literacy. The work argues that research-based practice ensures the professional transformation of students, enabling them to bridge theoretical knowledge with real classroom challenges and make valid, data-driven pedagogical decisions.