RESEARCH ON EFFECTIVENESS OF INQUIRY-BASED INSTRUCTION AMONG STUDENTS IN THE CZECH REPUBLIC

The paper deals with the possibilities of using inquiry-based instruction, in particular its application in science classes for fifteen-year-old pupils in a real teaching process. In the paper introduction the definition of IBSE (Inquiry-Based Science Education) from the perspective of didactics of different scientific disciplines and with respect to educational psychology is presented. The authors also discuss theoretical foundations of IBSE and the development of ideas and theoretical paradigms reflected in IBSE. Attention is also paid to the curricular aspects related to the elements of IBSE. The last chapter of the paper is devoted to analysing the possibilities and limits of expansion of IBSE in everyday school practice. Furthermore, in the paper the results of a research study on experimental verification of the effectiveness of IBSE in everyday educational practice are presented. The survey included 650 Czech school pupils aged 15. Pupils were divided into experimental and control groups, the investigation was carried out for five months. The subject of monitoring was educational effectiveness of science instruction based on inquiry approach (IBSE). A change in the attitudes of the pupils towards science-related training was monitored as well, particularly in the areas of motivation and their relation to science education. Results of the research were subjected to a statistical analysis in order to compare the data obtained from both the experimental and the control group. The article conclusion points to the considerable possibilities of IBSE in science classes, which exceed to other areas, such as educational psychology, psycho-didactics, and subject didactics.