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3.2.5. Inquiry-based teaching methods 
Extensive research (Aksela, 2005; Gibson & Chase, 2002; Juuti et al., 2010; Kärnä et al., 
2012) and the main educational strategies all emphasise the benefits of inquiry-based science 
education (Inter Academy Panel, 2010; Rocard et al., 2007; US National Research Council, 
1996). Through inquiry, it is possible to promote students’ motivation and interest in 
chemistry, and also to boost their active content knowledge and participation, self-confidence 
and higher order thinking skills (Anderson & Krathwohl, 2001; Kipnis & Hofstein, 2008; 
Minner et al., 2010; Nieswandt, 2007). Understanding of the nature of science, 
experimentation skills and problem-solving skills can also be fostered as the students mimic 
the work of real scientists (Adams et al., 2008; Krystyniak & Heikkinen, 2007; Mikkola, 
2012; Minner et al., 2010; Näsäkkälä et al., 2001; Välisaari & Lundell, 2008).
However, inquiry-based teaching is still far less common than the traditional deductive 
teaching methods (Anderson, 2002; Kärnä et al., 2012; Rocard et al., 2007; Smithenry, 2010). 
Inquiry is not used if the teacher is unfamiliar with its definition, practices and methods, or if 
the teacher is afraid of chaos or believes only the most skilful students could perform the 
inquiry tasks (Colburn, 2000; Reis & Galvao, 2004). Teachers need support and guidance in 

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applying inquiry-based methods to their pedagogies. The support can take the form of 
teaching materials, which may be designed by the teachers themselves. In-service training 
courses on inquiry practices are also a way to help teachers to reflect on their own ideas. 
(Herrington et al., 2010; Smithenry, 2010; Keys & Bryan, 2001) The main features of a 
student-centred pedagogical strategy of a teacher who wishes to teach inquiry and SSI-based 
ESD in chemistry are presented in