Problem-based and Inquiry-based learning in the Teaching of Nature and Society

Problem-based and inquiry-based learning, are excellent opportunities for improving, perfecting and modernizing the educational process. In this regard, the aim of the paper is to present in more detail the application of the problem-based and inquiry-based learning in the teaching of nature and society (as the subject is named in primary schools of Republic of Srpska), as well as the similarities and differences, i.e. the border that separates these two methods of acquiring knowledge, while highlighting the difficulties that may report during their implementation. The paper is of a theoretical nature, based on the findings of eminent authors who are experts in the given field of education, and it also contains examples for lessons which are self-created. The purpose of the paper is to help teachers in preparing and conducting this type of nature and society lessons and to encourage the improvement of the learning process. The differences between the models are that problem-based learning is somewhat narrower and is directed towards finding solutions according to clearly defined steps, while inquiry learning is more directed towards fulfilling the human need for discovery, and encourages students to make exploring the world around them their lifestyle. From the above, it can be seen that it is necessary to pay attention to several aspects in order to make the class as high quality as possible, so that the role of the teacher remained unsurpassed, regardless of how independent the students were in learning.