Abstract
A pedagogical experiment was chosen as a tool for determining the role of students' motivation in IBSE. This experiment was carried out at two parallel classes of general high school - one of them being the experimental group and the other the control group.
Students in both groups studied the same subject matter. One class was taught with the support IBSE method of teaching whereas the other class was taught in a classical way (frontal teaching) with a focus on motivational introduction.
Students in both classes completed a pre-test and a post-test and the results of these tests were analysed. The first partial results of this experiment show that there aren't any significant differences between the experimental and the control group.
Based on these results, it is estimated that motivation plays a key role in IBSE method of teaching.