SIGNIFICANCE OF INQUIRY-BASED LEARNING IN TEACHING SCIENCES

Authors

  • Otamirzaeva Mokhigul Khakimjon kizi University of Business and Science Senior Lecturer in the Department of Preschool/Primary Education and Sports Activities, Doctor of Philosophy (PhD) (PhD)

Keywords:

Research-based learning, types of research-based learning, structured research, confirmatory research

Abstract

This article examines the effectiveness of teaching natural sciences based on the Inquiry-Based Learning method. The article analyzes the theoretical foundations of the Inquiry-Based Learning method and its use in teaching natural sciences based on examples. The results show that Inquiry-Based Learning technology contributes to a deeper understanding of the natural sciences, the development of scientific research competencies, and increased academic achievement.

References

Bruner, J. S. (1961). The act of discovery. Harvard Educational Review, 31 (1), 21-32.

Dewey, J. (1938). Experience and Education. New York, NY: Kappa Delta Pi.

Hutchings, W. (2007). Enquiry-Based Learning: Definitions and Rationale. Manchester: University of Manchester. Retrieved from [http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_definingebl.pdf] (http://www.ceebl.manchester.ac.uk/resources/papers/hutchings2007_definingebl.pd).

Sunita. Inquiry-Based Learning: Fostering Critical Competencies and Innovation // International Journal of Innovative Research in Technology. - 2019. Vol. 5, Issue 8. – P. 318. - ISSN 2349-6002.

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Published

2026-05-15

How to Cite

Otamirzaeva Mokhigul Khakimjon kizi. (2026). SIGNIFICANCE OF INQUIRY-BASED LEARNING IN TEACHING SCIENCES. Ethiopian International Journal of Multidisciplinary Research, 13(5), 989–991. Retrieved from https://www.eijmr.org/index.php/eijmr/article/view/6780

Issue

Vol. 13 No. 5 (2026): Ethiopian International Journal of Multidisciplinary Research

Section

Articles