Abstract:

Inquiry based learning (IBL) can be defined as a learning approach centered on the student, based on investigation that allows the student, individually or under the guidance of the teacher, to develop knowledge, abilities, attitudes and values. The present paper investigates the ways that teachers, from a behavioural and practical point of view, relate to the Inquiry based learning. The research was carried out during the first semester of the school year 2019-2020. The instrument of the research was a questionnaire structured from three viewpoints: teachers’ attitudes and opinions regarding IBL, features of learning based in investigation and the abilities developed by the students through the usage of IBL in teaching activities. The questionnaire was administered to 108 teachers from pre-university and university educational institutions, having different specializations and teaching experience. The results indicate the interest of the subjects in IBL and the existence of theoretical knowledge and competence to use the IBL in teaching activities that vary according to specialization, teaching experience etc. As regards the abilities developed by the students through IBL, most of the subjects mention the analysis, the synthesis but also the documentation, questioning and argumentation abilities.

Keywords:

Inquiry based learning, teachers, opinions and attitudes through inquiry learning, inquiry skills.