8 With the changes of teachers’ approaches and their willingness to reconstruct their style of teaching following the suggestions and observing positive impact such changes have on pupils as well as on teaching itself, also an important step is taken toward the overall renewing of mindsets. Teachers are reporting several problems they are facing, such as: limited space to implement different activities without their filling that they compromise either curriculums’ guides, their time for preparation or the time needed to teach certain lesson without cutting the important parts. In this way, OTA helps with saving time but also stays within a strong connection to the existing curriculum. With the start of the pandemic because of COVID-19 the pre-existing problems gained a whole new dimension. Not only, the old problems didn’t disappear, but all of the schooling had to be shifted in an on-line form and teachers had to bring their creativity in a completely, and for some of them even unknown, level. How was OTA methodology conducted? With methodology several issues and challenges when teaching science subjects were addressed. An important matter in teaching for OTA methodology is that all of the suggested methods and approaches are learner-based. With learner-based approaches we are stepping forward from the teacher being a narrator of theories toward a teacher being a guide. When pupils are presented with hands-on activities, they gain first-hand experience already in a classroom and the line for transferring their new knowledge in a later similar circumstance is thus shortened, moreover, their understanding of the topic is better and memorising stronger. Wondering, whether the result of the lesson will be shown whenever later-on and pass the test if it made a long-lasting impact, is somewhat fulfilled if the lesson is planned in a way, the results should be seen within its own proceeding. Mathematics, Chemistry and Physics are subjects OTA project took for the basis. Those objects are part of the greater field in a society, known under the abbreviation STEM (science, technology, engineering, mathematics). Several recent years researchers are going toward an upgrade of this, now well-established term, adding A into the company. A is representing ART. Together they form STEAM. According to results from a questionnaire administered by OTA partners, teachers are not familiar with the term STEAM. Though the element of art in STEM company is proven to be an important addition (see the chapter on STEAM method 2.2). It is therefore important to emphasise the connection between mentioned subjects and art a step into a contemporary, in line with 21st century tendencies, also in primary and secondary educational process. Art as a powerful tool to help pupils’ higher motivation, to help pupils to envision forms which can come across rather abstract when teaching or learning science and also to point out an undeniable bond those fields have completely naturally and spontaneously. Packing the activities in a guided three stage model has several advantages. To name a few. Setting a lesson with a starting point that is not abstract but speaks to pupils
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