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Introduction: In the proposed study, the authors focus on the effectiveness of the application of inquiry-based approach in Slovak schools and present the results of an original research study focused on the impact of inquiry-based teaching on students’ knowledge acquisition.

Methods: For the purposes of the research study, a pedagogical experiment was carried out on the sample of 150 6th-grade students and didactic tests (a pre-test and a post-test) were used to examine students’ knowledge on the three levels of Niemierko’s taxonomy.

Results: The results of the t-test confirmed the significance of differences between the experimental group’s and the control group’s cognitive performance.

Discussion: The obtained results indicate that inquiry-based teaching can lead to better knowledge acquisition in students than traditional methods of teaching and so, it appears to be an efficient alternative.

Limitations: The limits of the research study are given by the size and the composition of the research sample. The obtained results cannot be generalized to the entire population.

Conclusions: The research findings can contribute to improving the quality of the educational process and increasing students’ motivation by using activating methods of teaching.

eISSN:
2585-7444
Sprache:
Englisch
Zeitrahmen der Veröffentlichung:
3 Hefte pro Jahr
Fachgebiete der Zeitschrift:
Sozialwissenschaften, Pädagogik, Theorie und Geschichte der Pädagogik, Lehrplan und Pädagogik, andere, Sozialpädagogik, Soziale Arbeit