Publication at Faculty of Education |
2023
Abstract
In the last 15 years or so, research-oriented teaching has been considered the modern and "right" method in science didactics. Without its use, it is practically impossible to develop science literacy. However, teachers' conviction about the very purpose of such activities is essential for the inclusion of inquiry in teaching. This paper provides a perspective on the issue of science experimentation as a central point of inquiry-based learning. The paper explores the questions of whether the experiment is truly irreplaceable, what goals it serves, how it is perceived by practitioners, and where teacher preparation in this area is headed.
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