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

<p>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.</p>
</abstract>

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.

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

University of East Sarajevo, Faculty of Pedagogy in Bijeljina

Associate professor, University of East Sarajevo, Faculty of Pedagogy in Bijeljina

Journal of Education, Society & Multiculturalism

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

{"article-title":"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...

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

Data publikacji: 13 gru 2022

Zakres stron: 99 - 116

DOI: https://doi.org/10.2478/jesm-2022-0020

Słowa kluczowe
Problem-based learning, inquiry-based learning, teaching of nature and society, similarities and differences, teaching improvement

© 2022 Neda Gavrić et al., published by Sciendo

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

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

Data publikacji: 13 gru 2022

Zakres stron: 99 - 116

DOI: https://doi.org/10.2478/jesm-2022-0020

Słowa kluczoweProblem-based learning, inquiry-based learning, teaching of nature and society, similarities and differences, teaching improvement

© 2022 Neda Gavrić et al., published by Sciendo

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

Słowa kluczowe
Problem-based learning, inquiry-based learning, teaching of nature and society, similarities and differences, teaching improvement