Implementation of Inquiry Based Education in Geography Teaching Findings about Teachers´ Attitudes

Abstract

Young people's interest in scientific and technical subjects, including geography , has been declining for a long time.
According to the European Commission, the most important reason for the decline in interest is the way these subjects
are taught in primary and secondary schools. As a result, numerous projects to support inquiry based methods have
been launched in recent years and significant changes have been made to the national curriculum in many of the
European countries. Geography as a school subject, due to its multidisciplinary nature, provides options to make lessons
more attra ctive and increases students´ motivation to learn by using practical research during lessons. This case study
presents the results of a questionnaire survey that was conducted among geography teachers in Slovakia. The aim of
the study was to measure the at titude of Slovak teachers, students and society towards Inquiry based Education (IBE).
Based on the results, the current position and degree of implementation of IBE in Slovak schools were estimated. It was
determined that the implementation of IBE in teac hing is not an easy task for teachers. To implement IBE successfully
requires compliance with many elements, such as improvements in teacher training curriculum changes and pupil´s
assessment.