Learning is a dynamic and never ending process,where an individual experiences a permanent and unique transformation in his or her behavior under the influence of his/her past experience. Changing, reconstructing and incorporating new ideas into already obtained knowledge, is also an essencial part when learning about Science. One of the newest didactic approaches, which is becoming more and more represented in Science courses, is Inquiry based teaching . This kind of approach is used especially when teaching about natural processes and concepts. It is also much more interesting for students as they are allegedly more active in class as they seek answers to questions all by themselves. They have to collect evidences, base a theory on it and present the results. Researches in the last 50 years have shown, that students acquire the most knowledge when they are active in the classroom, rather than listening to an already given theory from a teacher.
Students are firts taught about evapotranspiration in the 6th grade of Elementary School. The process cannot be seen and it is quite difficult for studentds to understand it, especially because it consist of two different processes, which accure simuntaniously: transpiration and evaporation. For students to understand such complex processes, it is highly recommended for Science teachers to give active methods in teaching a try . In our thesis, we wanted to present an experiment that will bring the process of evapotranspiration to a better understanding among studends. The main purpose of this experiment was to involve students into research thinking and promote student's interest in Science. We found that our experiment helped students understand the process of evapotranspiration as a part of Earth's water cycle. Through this experiment, studends aquired a particular set of Scientific skills and at the same time, the motivation to learn new things has also increased.
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