inquiry-based learning

  • Unconventional ways of solving problems in mathematics classes

    Author: Pavel Doulík
    Author: Petr Eisenmann
    Author: Jiří Přibyl
    Author: Jiří Škoda
    Year of publication: 2016
    Source: Show
    Pages: 53-66
    DOI Address: https://doi.org/10.15804/tner.2016.43.1.04
    PDF: tner/201601/tner20160104.pdf

    The contribution enquires into possibilities of application of the heuristic methods in the teaching process, specifically its applications during the classes of mathematics in grammar school. In the frame of the research the influence was monitored of the unconventional way of solving problems during classes of mathematics in relation to the evaluation of educational advancements. Furthermore, pupils evaluated their attitude towards mathematical study including their viewpoint on problematic exercises in maths and the successfulness of solving these mathematical exercises was also evaluated. The results of the experimental group were compared to the same areas in the control group.

  • To Think Like a Scientist: an Experience from the Czech Primary School Inquiry-based Learning Programme

    Author: Jan Cincera
    Institution: Technical University of Liberec
    Year of publication: 2014
    Source: Show
    Pages: 118-130
    DOI Address: https://doi.org/10.15804/tner.14.36.2.09
    PDF: tner/201402/tner3609.pdf

    The paper presents an evaluation of an inquiry-based learning programme for primary school pupils in the Czech Republic. The programme consisted of two parts: in the first part pupils acquired and practised inquiry skills, in the second they applied them to three independent inquiry-based learning lessons. Both pupils and teachers were highly satisfied with the programme. According to the pre/post non-equivalent experimental/control group designed evaluation research, the pupils who participated in the programme significantly improved their understanding of the research cycle representing the basic logic of scientific work. No such change appeared in the control groups. The programme influenced both boys and girls. Even though no significant gender differences for the groups of the 4th-5th grades and 6th-7th grades were found, the girls from the 8th-9th grade received a better score than the boys in both pre- and post-testing.

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