Comparison of the Inquiry, Project-Based and Conventional Approach in Teaching - Botanical Case Study

This contribution brings the results of the survey done to find the most suitable method for teaching the topic of cooling effect of vegetation. The ninth-grade basic school pupils were taught through different approaches - inquiry-based teaching, project-based teaching and conventional, teacher-centred teaching. An improvement of pupils' knowledge, their attitudes to vegetation and teachers' opinion on focused approaches were investigated. Despite the fact that all approaches led to the particular improvement of pupils' knowledge, project and inquiry-based groups showed increase of positive attitudes to vegetation. Ambiguous teachers' opinion on different teaching approaches are discussed.