Mathematics

as useful. Majority (91 %) of teachers currently use IBBE in their classes,
almost half (44 %) of them implement IBBE in the form of complex lessons and
47 % use IBBE as short particular elements (questions, short exercises etc.).
Two teachers (6 %) do not use IBBE in their classes because of time demands
of IBBE, although they still consider IBBE as an useful style of education. (Fig. 4)
Figure 4: How teachers who participated at the School of IBBE have increased
using of IBBE in their lessons.
5 Conclusions
This contribution presents (1) our reflections and experiences from
dissemination and implementation of IBBE as well as (2) our observations
regarding changes of teacher thinking related to IBBE gained during the
course of five fore passed years. Currently the dissemination of IBBE in the
Czech Republic continues successfully but there is a risk of distortion of some
IBBE features if teachers, who are to train other teachers, will not comprehend
exactly the principles of inquiry learning process.
The main goal and challenge for educators are:
To assure perfect understanding of IBBE by educators through innovating of
biology didactics courses at faculties preparing teachers and through
demonstration of proper examples of tasks, lessons and experiments. In the
last five years our observations and research have been focused on critical
points and failures in implementation of IBBE in the Czech Republic.
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