The Effectiveness of the Teaching Method of Inquiry in Relation to Empirical in the Course of Geography

(13th Primary School Halandri, Greece)

Abstract: Throughout his life, man observed the plastic formation of the earth, the climatic conditions, the variety of living beings, the human settlements, as well as the material and spiritual creations of his ancestors. Through observation he ascertained the interactions of these elements and made sure to interpret and exploit them. Knowing the great importance of the course, it is necessary to diagnose why students do not manage to obtain a broader representation of space with the various forms of the earth's surface and realize the mutual dependence of man with the geophysical and cultural environment. A catalytic influence on students mastering geographical concepts is their teaching approach. This is achieved through various teaching methods used as means of learning and practice, such as the empirical method, comparative, abduction-induction-synthesis-analysis, constructive, and exploratory. With the empirical teaching method students achieve empirical understanding, learning and retention. With the exploratory teaching method, they climb the stairs of the learning hierarchy, achieving understanding, distinction and generalization. First of all, teachers must be convinced through training seminars of the importance of the method, the goals we set from it and the positive results resulting from its application. This is a basic prerequisite for achieving the objectives of the curriculum, because without the voluntary participation of teachers in this program, we will not have the desired results. On the threshold of the twenty-first century, when scientific research has offered great achievements to man, the introduction of this way of thinking through the exploratory teaching method is considered necessary and imperative.

Key words: geography, didactic approach, empirical method, exploratory

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