Publication at Faculty of Science |
2016
Abstract
The concept of "inquiry-based learning" in foreign literature encountered since the early 60s of last century in our country performs these issues to the fore in the last decade. Although her promotion, explanation and training teachers paid great attention, we cannot say that there would be a bigger use of it.
What is the reason for relatively small interest of teachers, which obstacles are considered in limiting its use? Are there ways how to help teachers to use more frequently the inquiry-based learning and how encourage shifting methods of science teaching in favour of increasing their attractiveness for students? At least some of these questions, try to answer the following contribution