The aim of this study was to determine if there is a connection between the inquiry-based teaching of science in primary school and the development of the students’ learning to learn competence. The research involved 333 fourth-grade students at primary schools in Croatia. The experimental research with parallel groups included a number of students who were exposed to inquiry-based teaching of science for three months, and a control group that was, at the same time, exposed to traditional instruction in the same curriculum content. The results of this research show that through inquiry-based teaching students developed a higher level of the learning to learn competence than by using traditional teaching methods. Therefore, it is recommended to use inquiry-based learning as often as possible, because by developing the students’ learning to learn competence, students will be empowered for the process of lifelong learning.

This paper discusses the concept of cooperative learning and the role of education of future teachers in the development of their competencies for their implementation in teaching. The aim of this paper is to research the content of relevant literature and to determine whether previous research has sufficiently included an analysis of the competence of teachers and students of teacher education and the role of educational programs in training them to successfully apply ccooperative learning. It was found that, due to the lack of appropriate competencies of teachers for the implementation of this teaching strategy, its application is often neglected. Therefore the development of adequate knowledge, skills and positive beliefs of future teachers about cooperative learning can be considered priorities of their formal education. It was found that so far only a few studies have been conducted on the actual competencies of future teachers for the successful implementation of this teaching strategy, and there is a lack of research on whether teacher education programs adequately support their development. Therefore, this paper concludes on the need to undertake research that will provide a more concrete insight into the current situation and encourage quality and more frequent application of cooperative learning in teaching practice.

Inquiry-based teaching involves a purposeful and organized process of learning, where students, with their own activity and exploration, construct new knowledge concepts and develop a number of cognitive and practical skills. The aim of this study was to determine whether there is a relationship between inquiry-based Science and Social Studies teaching and the development of students' scientific competence. For this purpose, an experimental survey with parallel groups in primary schools in Zagreb and Zagreb County was conducted, with fourth-grade students (N=333) being the participants in this research. The results of this research show that inquiry-based teaching produces much better development of students' scientific competence than do traditional teaching methods. Students who were part of the experimental group, and who were taught according to this teaching strategy achieved notably better results at all levels of science competence tests. Based on these results, it can be concluded that the use of inquiry-based teaching in Science and Social Studies classes is necessary and recommended because of its distinctly positive effects on the development of students' competences. Therefore, it is necessary to include this teaching strategy in the structure of the new primary school curriculum.

Assessment of student achievement is one of the key components of teaching. Beside traditional forms of assessment, which are most common in teaching practice, recently alternative assessment is becoming more popular and frequent in educational discourse. Alternative assessment provides more comprehensive insight into students' achievements and gives authentic information about their knowledge, abilities, skills, attitudes, and competences which are developed during the teaching process. In the school subject Science and Social Studies this kind of assessment is applicable in various situations and different contexts. This paper discusses the application of different types of assessment methods in teaching. For this purpose, the results of the empirical research are presented. The main research objective was determining the application of traditional and alternative assessments during Science and Social Studies classes. The survey was conducted among primary school teachers in Zagreb and Zagreb County to detect assessment methods which are frequently or very rarely used in Science and Social Studies teaching. The results obtained allow for an analytical review of the current situation in the teaching practice of respondents. Based on the results of this study, we recommend an improvement of the assessment process in teaching practice, its reconceptualization and usage directed towards the evaluation of students' competences. The conclusions also provide recommendations for effective implementation of different types of assessment in teaching Science and Social Studies.

The aim of this study was to determine the extent to which gifted pupils receive differentiated instruction in primary school science classes, which of the differentiated instruction strategies are used by teachers and how often. The survey sample included 134 primary school teachers. The results show that teachers frequently use questioning and thinking activities but make only minor modifications in the regular curriculum to meet the needs of gifted pupils. Gifted pupils rarely engage in activities such as providing challenges and choices, differentiated reading and writing assignments, individually set work, activities involving curriculum modification, and enrichment centres.