<abstract xmlns="http://www.w3.org/1999/xhtml">

<italic><bold>Introduction:</bold></italic> 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.
<italic><bold>Methods:</bold></italic> 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.
<italic><bold>Results:</bold></italic> The results of the t-test confirmed the significance of differences between the experimental group’s and the control group’s cognitive performance.
<italic><bold>Discussion:</bold></italic> 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.
<italic><bold>Limitations:</bold></italic> 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.
<italic><bold>Conclusions:</bold></italic> The research findings can contribute to improving the quality of the educational process and increasing students’ motivation by using activating methods of teaching.
</abstract>

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.

Inquiry-Based Approach to Education

Department of School Pedagogy and Psychology

Matej Bel University, Faculty of Natural Sciences

Acta Educationis Generalis

This work is licensed under the Creative Commons Attribution 4.0 International License.

{"article-title":"Inquiry-Based Approach to Education"}

Introduction: In the proposed study, the authors focus on the effectiveness of the application of inquiry-based approach in Slovak schools and present the...

Inquiry-Based Approach to Education

Publié en ligne: 12 juin 2023

Pages: 50 - 62

Reçu: 16 déc. 2022

Accepté: 17 févr. 2023

DOI: https://doi.org/10.2478/atd-2023-0013

Mots clés
inquiry-based approach, technical education, experiment

© 2023 Mária Kožuchová et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Inquiry-Based Approach to Education

Publié en ligne: 12 juin 2023

Pages: 50 - 62

Reçu: 16 déc. 2022

Accepté: 17 févr. 2023

DOI: https://doi.org/10.2478/atd-2023-0013

Mots clésinquiry-based approach, technical education, experiment

© 2023 Mária Kožuchová et al., published by Sciendo

This work is licensed under the Creative Commons Attribution 4.0 International License.

Mots clés
inquiry-based approach, technical education, experiment