INQUIRY-BASED SCIENCE EDUCATION – FASHIONABLE TREND OR HOPE FOR SCIENCE EDUCATION REGENERATION?

dc.creator	Jiří Škoda
dc.creator	Pavel Doulík
dc.creator	Zuzana Procházková
dc.date	2013-11-01T00:00:00Z
dc.date.accessioned	2015-07-20T22:08:46Z
dc.date.available	2015-07-20T22:08:46Z
dc.identifier	1335-003X
dc.identifier	1338-1202
dc.identifier	https://doaj.org/article/ee02bc7c6cd64326b0f213b97629378f
dc.identifier.uri	http://evidence.thinkportal.org/handle/123456789/12259
dc.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.
dc.language	Slovak
dc.language	Czech
dc.language	English
dc.publisher	Združenie SLOVDIDAC
dc.relation	http://technologiavzdelavania.ukf.sk/index.php/tv/article/view/1661
dc.relation	https://doaj.org/toc/1335-003X
dc.relation	https://doaj.org/toc/1338-1202
dc.source	Technológia vzdelávania, Vol 21, Iss 6, Pp 3-6 (2013)
dc.subject	Inquiry-Based Science Education
dc.subject	Curriculum
dc.subject	Modernizing of Science Teaching
dc.subject	Inquiry-based Lessons
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	DOAJ:Education
dc.subject	DOAJ:Social Sciences
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.subject	Education (General)
dc.subject	L7-991
dc.subject	Education
dc.subject	L
dc.title	INQUIRY-BASED SCIENCE EDUCATION – FASHIONABLE TREND OR HOPE FOR SCIENCE EDUCATION REGENERATION?
dc.type	article