Aim of this thesis is to verify the elements of research oriented school teaching in praxis and to refer to the possibility of using this method to meet the aims of school teaching at primary schools. An integral part of the thesis is class preparation and verifying of its goals in praxis. Content of class preparation is processed in the view of current content of science schoolbooks. The thesis describes continuance and results of mastering the subject matter by the pupils using the research oriented school teaching without taking advantage of complementary material, further on taking advantage of it and comparing effect of individual approaches. The thesis was dealt within the bounds of the project GA JU č. 078/2013/S

This master thesis presents the results of the inquiry-based science education at a country school. It compares the current coverage teaching with inquiry-based teaching in theory and describes the process, levels, benefits and limitations of this pedagogical approach.

Scientific thinking is an essential skill for full application in society associated with responsible human decision-making. The development of research skills and knowledge also contributes to its complexity. For the possibility of their systematic development, it is necessary to map the current situation of students in primary schools. The aim of the work was to find out what are the research skills of these students in the field of correctly formulating a research question based on specific problem and after finding a solution to formulate an answer to a given research question. Four research-oriented tasks were used, which were solved by 58 students from the seventh grade of primary school. It was found that more than half of the students are not able to formulate the research question correctly and more than one third of the students are unable to formulate the answer to the given research question correctly.

The aim of this diploma thesis was to summarize the issue of different types of seed / fruit propagation and to propose teaching material containing elements of inquiry based education. In the presented research proposal, pupils focused on finding out how to spread the seeds / fruits through their own process. The pupils worked with the worksheet, a description of the selected plants and the presented tools. The research task was carried out in four schools. The pre-test was conducted with seven grade students and final testing with seventh-grade students. Even though selected pupils met for the first time with this type of learning, they were able to build their own practice and discuss each other's findings.

This diploma thesis focuses on verifying the proposed inquiry-based activity and comparing its effectiveness with a traditionally concieved theme for experimental activity of pupils with the same topic. The theoretical part of the thesis focuses on the role of experimental activities in Czech schools, their options, helpful equipment and generally inquiry-based teaching. The practical part of the thesis is focused on the verification of the proposed research activity in comparison with traditionally concieved experimental activity. The traditionally concieved activity was taken from the website of the company Vernier, the research activity was created by modifying these tasks. The proposed research activity consists of two logically connected tasks. The aim of this thesis was to design and verify research activity based on experimental activities and to compare the internal motivation of pupils in performing research-oriented and clasically concieved activities. The pupils worked in groups that were created based on the pupils' preferred themes. For comparison purposes, the groups were divided into two research halves and each half used a different approach. The Intrinsic Motivation Inventory (IMI) and group conversation were used to evaluate the affective area. The benefit in the cognitive area...

This diploma thesis deals with both theoretical part of the new trend in education, it is meant inquiry based teaching/ learning, and practical part which is useful mainly for geography teachers on the 2nd stage of primary schools. Inquiry based teaching has the aim in increasing the efficiency of the science subjects education on primary schools and getting pupils interested in study and interests. In view of the fact that the physical geography has many under parts, there were chosen three main categories for this work: hydrology, meteorology and climate, cartography and geographical informational system. In the theoretical part there is dealt with a definition of a term inquiry based teaching and learning, its using in the world educational systems and its integration into Czech educational system. On the grounds of the studied materials it was made "A set of projects for inquiry based teaching in geographical lessons on the 2nd stage of primary school. This practical portfolio includes both methodical sheets for teachers and worksheets for an explorer. Chosen projects were tested in practice and they are evaluated in the final part of the whole of the diploma thesis.

The aim of the present work is to determine the reaction of Czech student to Inquiry-based science education. The study was conducted using two different laboratory topics, prepared for the study according to the principles of Inquiry-based education. Four different classes from one school participated in this study and the reaction of the students was determined by comparing two questionnaires; one initial, completed before the laboratory work, and the other final, filled in after the laboratory practice has ended.

The aim of this work was to process the selected theme of the fields of relationships between plants and atmosphere by means of learning programme based on the inquiry approach didacticly and apply it at the elementary school. The aim of the thesis was also to investigate the influence of the created learning programme on the level of pupils´ knowledge. 150 pupils took part in this testing. The research approved that by means of using IBE (Inquiry based education) the level of pupils´ knowledge compared with the frontal form of the education is increasing. The next fact was that pupils´ knowledge of photosynthesis was only on the average. It was also confirmed that with the using of this learning programme with the elements of exploration and the use of modern technology (pupils´ sets called Vernier) the curriculum was absorbed by students more efficiently.

This diploma thesis briefly introduces the concept of inquiry based teaching mathematics. In inquiry based teaching, emphasis is placed primarily on the active activity of the pupil, the aim of which is to discover a certain reality. This activity mainly involves solving problems and finding the right paths to achieve the right goal. We can call this path to a goal as a research. The inquiry process involves observing, formulating questions, identifying information, designing possible processes, and verifying them. In this educational method, the role of the teacher is not to pass the facts to the pupils, but to target them and to supervise the correctness of their practices. We can understand the teacher here as a guide, adviser or assistant on the path to the goal (discovery). In the thesis a few examples of mathematics of elementary and secondary schools are given, in which the inquiry based approach is applied. Mathematics in the given examples is not complicated, emphasis is put on the practical use. In the examples interdisciplinary relationships are developed as well, which is an important part of the inquiry based teaching. In each example, additional questions are provided.

This thesis brings a set of tasks dealing with ecological problematics. These tasks that are addressed to students of secondary schools were conditioned for field teaching and learning with using of inquiry based education. Six key themes were chosen for development of mentioned tasks: ant communities and their role in ecosystems, interspecific relationships between organisms, food relationships within organisms, adaptation of animals to their environment, adaptation to different feeding niches, and circulation of water in nature.