Description:
The paper introduces the concept of IBSE and discusses the possibility of its application in a real educational environment of teaching science. The introduction presents definitions of IBSE from the didactic perspective of different scientific disciplines and in terms of educational psychology. Concept inquiry though has a wider context which the authors try to capture. The text discusses the theoretical foundations of IBSE and the development of ideas and theoretical paradigms, which are reflected in IBSE. These include in particular the Socratic maieutic method, John Dewey's pragmatic pedagogy and constructivist approaches associated with the theories of L. S Vygotsky and J. Piaget. Furthermore, the paper includes basic characteristics of IBSE and analyzes the reasons for the concept’s popularity in the last ten years, especially in the area of subject didactics.The concept of management of learning activities based on inquiry-based teaching linked to 5E Instructional Model is introduced. Attention is also paid to the curricular aspects related to elements of IBSE. The last chapter analyses the possibilities and limits of implementing IBSE into existing school practice. The authors consider IBSE the supporting concept especially in primary science education when the foundations of scientific literacy of pupils form.