to select from the available information the one that is necessary to solve the task and use this
information appropriately. Due to this, more pupils/students can be simultaneously involved into
the learning process and the pupils/students can work on more than one type of tasks [Franklin].
Inquiry Based Science Education gives an opportunity to pupils/students to work with
different materials and tools, to rely on their previous knowledge, to improve the mastering of
scientific methods related to a particular discipline and to identify their strengths and weaknesses.
Important in the research is also the fact that it provides the pupils/students with the experience
in formulating questions, collecting evidence and analysing. At the end of the research the pupils/
students should be able to create their own view of processes and methods used in science. Inquiry
Based Science Education differs from the traditional methods of teaching. Its main aim is to try to
restore the interest of pupils/students and teachers in science subjects. Generally, this reformation
process should also include researchers. Inquiry Based Science Education therefore requires a
cooperation of scientists, teachers, companies, universities, associations, parents and other local
players involved in science subject education of pupils/students [Apedoe & Reeves, 2006].
Pic. 1: Pupils´/Students’ work in the laboratory
Pic. 2: Pupils´/Students’ work with ICT
Requirements of society at regional, European and also world-wide level
Since the early nineties of the last century, the rapid changes across the whole society have
been traced in the Czech Republic; many of these changes have also had a considerable impact on
the Czech educational system. One of the first changes was a change of organisational structure
of schools. New schools were founded; apart from state schools, private and church schools were
established. In the years 1990-1995, in total 316 new primary schools were founded in the Czech
Republic – an increase by 8.1% and even 655 new secondary schools – an increase by 51.5%.
However, respecting the economic demandingness of running the schools and also considering a
lower number of pupils/students, a lot of schools are gradually disappearing, and the situation in
this area is gradually stabilized.
At the beginning of the early nineties of the last century, establishing of new schools was one
of the most evident changes in school education. The number of primary schools (ZS) first rapidly
increased. In the school year 1989/1990, there were only 3900 public primary schools in the
Czech Republic; in the year 1990/1991 it was already 3958 public schools and first three church
or private primary schools. In the school year 1994/95 the number of primary schools in CR
reached its maximum; there were in total 4216 primary schools, out of which 4163 were public
schools and 53 church or private schools. This represents an increase by 316 new schools, i.e. by
8.1%. Then, with the reducing number of pupils/students and the increasing economic demand
on school financing, the schools gradually died out or merged. In the school year 1999/2000
there were in total 4068 schools in CR, out of which 4017 were public schools and 51 church
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