Αντιλήψεις Ελλήνων Εκπαιδευτικών Δευτεροβάθμιας Εκπαίδευσης ως προς τη Μάθηση, με βάση τη Διερεύνηση

Abstract

Inquiry-Based Learning (IBL) is an effective teaching method in Science Education. However, its practical implementation faces numerous challenges. Understanding the challenges and advantages highlighted by educators is critical for its promotion. This study quantitatively and qualitatively explores the perceptions of Greek Science educators regarding the IBL method. The findings indicate that educators value the collaborative nature of inquiry-based learning, but the implementation of exploratory processes and the replicability of experiments remain limited. Educators proposed solutions such as professional development, reduction of curriculum content, and improvement of laboratory conditions.