DISCOVERY-TECHNIQUE-BASED TEACHING IN SECONDARY VOCATIONAL EDUCATION

Abstract

One of many alternatives available for teaching is inquiry-based teaching. In this type of teaching, the student is in the role of a researcher and the teacher in the role of the creator of learning activities and in certain phases also a guide for students. The aim of this study was to map the opinions and experiences of teachers with inquiry-based teaching and its implementation into secondary vocational education teaching. The research methodology was based on a questionnaire survey among secondary school teachers with the largest representation from the Nitra region. The results show that although awareness of inquiry-based teaching reaches 55% among the teachers, the practical implementation is low.