期刊名称：ŽIVOT I ŠKOLA, časopis za teoriju i praksu odgoja i obrazovanja
印刷版ISSN：0044-4855
出版年度：2016
卷号：LXII
期号：3
页码：77-85
语种：Croatian
出版社：Faculty of philosophy Osijek, Faculty of education in Osijek 31 000 Osijek, L. Jagera 9
摘要：The idea that students learn for themselves through their own inquiry is not new and has a long history. This paper provides an overview of significant individuals who have advocated the idea of the inquiry‐based approach to learning and teaching, and it also presents social events that have affected the need for the inquiry approach in teaching. At the end of the 19th century, scientific content was integrated as a single subject in schools, and discussions about its teaching methodology began at the same time. Certain scientists of that era supported learning by experimenting and work in laboratories. In the early 20th century, an American philosopher and psychologist John Dewey advocated the inquiry‐based teaching and encouraged teachers to use research as a teaching strategy. Scientific and technological development that evolved during the 20th century influenced the creation of social need to develop scientific literacy in students. Throughout history, demands for inquiry approach to learning and teaching came mainly from scientists; therefore, this approach has a long tradition in scientific subjects.
