Abstract
Abstract Both international and national research and surveys performed since 1990's prove that the student knowledge of science is often formal and short-term, without deeper understanding and the ability to apply the knowledge in practice. IBSE, as a new teaching method, seems to be a suitable method for improving of the current state.
Its use in the science teaching hinges on the valid curricular documents that must create a space for such teaching; there must be suitable materials for it; the students must be able to accept this way of teaching and the teachers must be able to teach in this way. During 2010-2016, when we were a part of the projects ESTABLISH and TEMI of the 7th FP, we have been focused, among other things, on the creation of suitable materials for inquiry-based education.
First, we have established criteria for the materials creation, and then the individual materials were created to be suitable for science teaching at primary and secondary schools. The materials we have created went through verification at schools and the final corrections.
Our work has resulted in five extensive publications presenting the materials corresponding to teaching of science at primary and secondary schools. This is why this contribution focuses on the introduction of these materials and their examples.