To think like a scientist: an experience from the Czech primary school inquiry-based learning programme

ČINČERA, Jan. To think like a scientist: an experience from the Czech primary school inquiry-based learning programme. The New Educational Review. Toruň, 2014, vol. 35, No 2, p. 118-130. ISSN 1732-6729.

Basic information

• Original name: To think like a scientist: an experience from the Czech primary school inquiry-based learning programme
• Name in Czech: Myslet jako vědec: zkušenost z českého programu badatelsky orientované výuky pro základní školy
• Authors: ČINČERA, Jan (203 Czech Republic, guarantor, belonging to the institution).
• Edition: The New Educational Review, Toruň, 2014, 1732-6729.

Other information

• Original language: English
• Type of outcome: Article in a journal
• Field of Study: 50300 5.3 Education
• Country of publisher: Poland
• Confidentiality degree: is not subject to a state or trade secret
• WWW: URL
• Impact factor: Impact factor: 0.149 in 2012
• RIV identification code: RIV/00216224:14230/14:00082083
• Organization unit: Faculty of Social Studies
• Keywords in English: inquiry-based learning; programme evaluation; Czech Republic; research cycle
• Tags: International impact, Reviewed

Abstract

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, 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, girls from the 8th-9th grade received a better score than boys in both pre- and post-testing.