Inquiry-Based Education of Physical Geography

Abstract

Geography, with its traditional nature-based object of study, has an irreplaceable role amongst (natural) sciences. In addition to its multidisciplinarity, it has close links to all cross-sectional themes. Therefore it is an appropriate subject for the application of inquiry-based learning (IBL) methodical procedures. IBL of geography arouses pupils’ interest in their surroundings, nature and the landscape they live in. It develops their practical skills and abilities to apply theoretical knowledge in practice, thus such abilities and skills that the Czech pupils are still missing. Simultaneously, the thematic unit of field geographical teaching, practice and application, which is a part of educational field geography in the Framework Educational Programme for Basic Education, is realised in applying IBL of geography. Nowadays amongst the main research questions in using IBL in practice is how IBL can be achieved in classroom. The chapter tries to provide an answer to this question mainly from the Czech point of view. It familiarises readers with different approaches, methods and options of using IBL in Czech secondary schools. At the same time, it presents examples of research tasks and case studies that can be appropriate inspiration for teachers. Case studies mainly focus on examples of using IBL methods in teaching physical geography. The main reason is the low interest of Czech pupils in the natural sciences and low motivation to engage in natural sciences subjects. This contribution proposes to provide inspirational ideas and ways to improve through IBL teaching physical geography and arouse the interest of pupils.