15 considered. Second stage has to come as a natural follow-up to the motivational stage. Pupils’ active participation should already be established within the (good) content in the motivational stage. To preserve pupils' motivation, this is the time where their curiosity should be stimulated. There are several teaching approaches that are appropriate for teaching science and are also very convenient when using art as a tool through which a specific topic from science class is taught. One of the approaches that is particularly interesting for the OTA project is resourcebased learning. OTA project, namely, is a teaching and learning form, carried out as remote classes. It is thus impossible to plan the lessons even in theory, without a serious consideration of resource-based learning, resource in this case being the internet. For science lessons the inquiry-based learning is another approach that has proven to be efficient, especially when the word is of pupils' active participation in previously proposed topic. Inquiry is the action that leads pupils to better understand the question, while they independently search for an answer. (See section 2.7.5 of this document for further explanation). “Authentic inquiry happens when pupils are looking for answers to questions owned and, where possible, formulated by themselves. Inquiry can thus make a difference to pupil motivation.” (Bolte et al., 2012, p. 11). OTA project is following schools’ curriculum, in particular the 4 curricula in 4 countries – Slovenia, Cyprus, Italy and Finland. Common topics in all four curricula were established through analysis in IO1. Art as a tool is crucial for OTA project. How a certain form of art is implemented in school lesson depends on the formation of a specific lesson. It is important, though, that the teacher points out the implementation of art. Not to leave it as something self-evident but to talk about it with pupils and lead them to see and understand the combination of natural science and art. Two school subjects that are separated in curriculum and can from pupils perspective came around as something completely different and even incompatible, while in reality they have very much in common in terms of co-existing and dependence on one another. The purpose of the OTA project is to raise pupils’ motivation and interest in science subjects in their everyday classes – circumstances they are experiencing every day. The project aims to achieve this purpose using art as a tool when teaching science.
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