Efektivita badatelsky orientovaného vyučování na primárním stupni základních škol v přírodovědném vzdělávání v České republice s využitím prostředí školních zahrad

Zbyněk Vácha; Tomáš Ditrich

doi:10.14712/18047106.293

Vol. 7 No. 1 (2016): sciED Research Reports

Efficiency of the Inquiry Based Science Education at Primary Schools During Science Lessons with the use of School Gardens in the Czech Republic

Zbyněk Vácha, ¹ Tomáš Ditrich, ²

University of South Bohemia in České Budějovice
Jihočeská univerzita, Pedagogická fakulta Katedra biologie

DOI: https://doi.org/10.14712/18047106.293

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How to Cite

Vácha, Z., & Ditrich, T. (2016). Efficiency of the Inquiry Based Science Education at Primary Schools During Science Lessons with the use of School Gardens in the Czech Republic. Scientia in Educatione, 7(1), 65-79. https://doi.org/10.14712/18047106.293

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Abstract

The article is focused on the survey: How effective are teaching methods with elements of inquiry based science education in the area of school gardens at primary school in the Czech Republic? Data was collected through pair groups experiment. In the experimental group there were 73–75 pupils and in the control group 70–72 pupils from the fourth grade at the primary school. Results point to the fact, that inquiry based science education
has statistically significant effect on learning of new knowledge as well positive effect on growing popularity of science lessons at primary school. Other results show that to be efficient, inquiry based science education must be used during lessons repeatedly. In the opposite case, inquiry based science education is difficult and too abstract for pupils at the primary school.

References

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[1] Allison, L. (1975). Adapted from the reasons for seasons. Boston: Yolla Bolly Press. Search in Google Scholar

[2] American Association for the Advancement of Science. (1993). Benchmarks for science Search in Google Scholar

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[6] Bell, R., Smetana, L. & Binns, I. (2005). Simplifying inquiry instruction. The Science Teacher, 72(7), 30–34. Search in Google Scholar

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[52] Schwab, J. J. (1964). Problems, Topics and Issues. In B. O. Smith (Eds.), Education and the Structure of Knowledge (4–47). Chicago: Rand McNally Company. Search in Google Scholar

[53] Slepáková, I. & Kimáková, K. (2015). Hodnotenie zručností v bádatelsky orientovanej výučbě biológie. Scientia in educatione, 6, 133–143. Search in Google Scholar

[54] Smith, G. A. (2002). Place based education: learning to be where we are. Phi Delta Kappan, 82(8), 584–594. Search in Google Scholar

[55] Smith, L. L. & Motsenbocker, C. E. (2005). Impact of hands-on science through school gardening in Louisiana public elementary schools. Hort Technology, 15(3), 439–443. Search in Google Scholar

[56] Sobel, D. (2004). Place-based education: Connecting classrooms and communities. Great Barrington: The Orion Society. Search in Google Scholar

[57] Spronken-Smith, R. (2012). Experiencing the process of knowledge creation: The nature and use of inquiry-based learning in higher education. Paper prepared for International Colloquium on Practices for Academic Inquiry. University of Otago. Search in Google Scholar

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Scientia in educatione

Efficiency of the Inquiry Based Science Education at Primary Schools During Science Lessons with the use of School Gardens in the Czech Republic

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