Application of research and research teaching methods in geographical education

Štefan Karolčík, Barbora Laštíková, Elena Čipková


volume: 29
year: 2020
issue: 4
fulltext: PDF
elektronická příloha

online publishing date: 1/12/2020
DOI: 10.14712/25337556.2020.4.3
ISSN (Online): 2533-7556

Licence Creative Commons
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The exploration and observation of objects which are around us or are interesting for us is the most natural way we learn about the world and the principles of its functioning. Inquiry-based learning prefers learning procedures and strategies which put the student into the role of a scientist or researcher, a curious and critical observer who is able to engage actively, creatively and voluntarily in the learning process. Therefore, the link between inquiry and geographical education cannot be built solely on the basis of knowledge. Along with knowledge, it is necessary to develop the students' abilities to ask geographical questions, to apply geographical thinking, and to use geographical information when solving problems. In this article, we introduce an example of how to incorporate exploration and inquiry-based learning methods into the teaching of Regional Geography at secondary schools. The students were confronted with inquiry-based procedures in Geography classes for the first time, and the output of their learning activities was the writing of an essay. The realized pedagogical experiment proved the high level of activity, interest and commitment of the students. The students judged the incorporation of inquiry-based methods into Geography teaching very positively; they appreciated mainly the high level of individual freedom when choosing the appropriate learning procedures, and the necessity of cooperation with their classmates, which motivated them to find an acceptable solution.


geography teaching, inquiry-based learning, pedagogical experiment

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