Implementation of Inquiry-Based Education in Geography Teaching – Findings about Teachers´Attitudes

Year 2020, , 533 - 548, 31.12.2020

Ivana Tomčíková

https://doi.org/10.33403/rigeo.791713

Abstract

Young people's interest in scientific and technical subjects, including geography, has been declining for a long time. According to the European Commission, the most important reason for the decline in interest is the way these subjects are taught in primary and secondary schools. As a result, numerous projects to support inquiry-based methods have been launched in recent years and significant changes have been made to the national curriculum in many of the European countries. Geography as a school subject, due to its multidisciplinary nature, provides options to make lessons more attractive and increases students´ motivation to learn by using practical research during lessons. This case study presents the results of a questionnaire survey that was conducted among geography teachers in Slovakia. The aim of the study was to measure the attitude of Slovak teachers, students and society towards Inquiry-based Education (IBE). Based on the results, the current position and degree of implementation of IBE in Slovak schools were estimated. It was determined that the implementation of IBE in teaching is not an easy task for teachers. To implement IBE successfully requires compliance with many elements, such as improvements in teacher training, curriculum changes and pupil´s assessment.

Keywords

geography, Inquiry-Based education, primary school, secondary school, teachers, Slovakia

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