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 20