Abstract:

Instructions based on the Inquiry-Based Science learning method represent an active process in which students discover certain relationships between physical phenomena through experiments. The information thus adopted, presented through words and experiment, is properly integrated into long-term memory. In addition to a better student understanding of the concepts studied, the importance of implementing an Inquiry-Based Science learning method is reflected in its impact on improving attitudes towards science, stimulating interest in science, and supporting the development of higher-order thinking. However, in addition to significant positive effects on student cognition and metacognition, this method’s application has not been significantly represented before. The most common reason for this is the insufficient training of teachers. Recognizing this problem and the importance of Inquiry-Based Science instructions, the Faculty of Teacher Education in Belgrade introduced the subject "Geographical concepts through experiments“ that summarize student knowledge through the prism of interdisciplinarity into one whole. Combining theory with practice, physics with geography, students studied atmospheric phenomena, performed measurements at the Meteorological Observatory in Belgrade and the Aviation Meteorological Station in Vrsac, construct models of meteorological instruments, and based on the results and discussions, made conclusions about the studied processes and phenomena. The research included 47 graduates of the Faculty of Teacher Education, University of Belgrade, who attended the subject "Geographical concepts through experiments", to establish whether and to what extent they continued to apply the Inquiry-Based Science learning method in their work. The main results show that teachers often use experiments and Inquiry-Based Science learning method to realize physical and physical-geographical contents in the first cycle of primary education. The reason for the frequent application essays and Inquiry-Based Science learning method is good preparation during their initial education. The most commonly used instruments led the anemometer to determine wind speed and wind vane to determine the direction of the wind’s movement. To maintain the positive trend of teachers using the research method, they need to be supported in the form of ideas for new challenges that they can present to their students. In that case, the final outputs of Inquiry-Based Science instruction will be pupils as inquisitive explorers and original thinkers.

Keywords:

Inquiry-Based Science instruction, physical-geographical teaching contents, teachers, the first cycle of primary education.