Analysis of Selected Inquiry-based Activities from a Theoretical Perspective

The thesis examines the structure of inquiry-based tasks presented in final theses of student teachers. Inquiry-based instruction is a widely promoted approach in contemporary education. However, realising its potential requires high-quality instructional materials, as the effectiveness of inquiry-based tasks depends on the elements included in their structure. The aim of this study was to analyse the structure of 101 tasks from 24 Czech and Slovak final theses, describe the representation of individual phases of the inquiry cycle, and determine which level of inquiry predominates within the analysed sample. To achieve this aim, a content analysis was conducted focusing on the occurrence of individual phases of the inquiry cycle, the degree of student involvement within these phases, and recurring structural patterns in the tasks. The results show that practically oriented phases are carried out with active student involvement in most tasks, while the initial and concluding phases display greater variability and more frequent teacher guidance, particularly in the case of final reflection. The study provides an indicative overview of the current conception of inquiry-based tasks within the analysed sample and highlights areas that may warrant increased attention when considering the design of...