• Rodica Mariana Niculescu Transilvania University of Brașov, Romania
Keywords: methodology of teaching, teaching focused on learning, minimal guidance during instruction, inquiry-based-learning, problem solving based learning


The teaching methodology represents a concern of an important number of publications. This paper reiterates the issue from a curriculum point of view and with highlights of manners of implying the methodology of teaching into the nowadays educational and instructional process.

A brief presentation of the place and the role of teaching methodology within the learning situation context is the topic of the first part of the paper. A second part details some consideration about classical and modern in teaching methodology focused on learning. A special focused is given for the debates on the lights and shadows of the instruction with less of without guidance. This is based on a brief presentation of what the specialty literature presents.

Final considerations stemming from a long term practice in the educational field on all its levels highlight some ideas about the dangerous effects of exclusive methodological approaches in teaching.  A personal opinion is presented. The paper intends to debate an important aspect of educational practice: the tendency to work according to what it is fashionable and not genuinely taking into consideration the real aim of the instructional process: developing effective competencies of the representatives of the new generation, aiming to build a more effective future of human society.

The day to day reality shows as being really important to be concern about the wrong focuses of the new educational practices.

Author Biography

Rodica Mariana Niculescu, Transilvania University of Brașov, Romania
Department of Psychology and Education


Bell, T.; Urhahne, D.; Schanze, S.; Ploetzner, R. (2010). "Collaborative inquiry learning: Models, tools, and challenges". International Journal of Science Education. 3 (1): 349–377. Bibcode:2010IJSEd..32..349B. doi:10.1080/09500690802582241

Berg, C A R; Bergendahl, V C B; Lundberg, B K S; Tibell, L A E (2003). "Benefiting from an open-ended experiment? A comparison of attitudes to, and outcomes of, an expository versus an open-inquiry version to the same experiment". International Journal of Science Education. 25 (3): 35372. Bibcode:2003IJSEd..25..351B. doi:10.1080/09500690210145738.

Dostál, J. (2015). Inquiry-based instruction : Concept, essence, importance and contribution. Olomouc: Palacký University, ISBN 978-80-244-4507-6, doi 10.5507/pdf.15.24445076

Hannafin, M., Land, S., Oliver, K. (1999). Open learning environments: Foundation, methods, and models. In C. M. Reigeluth (Ed.), Instructional-design theories and models. A new paradigm of instructional theory Volume II (pp. 115–140). Mahwah, NJ: Lawrence Erlbaum Associates, Inc Retrieved July,25, 2019

Kirschner Paul A., Sweller John & Clark Richard E. (2006) Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching, Educational Psychologist, 41:2, 75-86, DOI: 10.1207/s15326985ep4102_1

Niculescu R.M. (2016). The accuracy of pedagogical language and of the pedagogical approach - an imperative requirement of educational reform, in Journal Plus Education, Vol 19, No 1 (2018) DOI: 10.24250/jpe/1/2018/RMN

Zion, M.; Sadeh, I. (2007). "Curiosity and open inquiry learning". Journal of Biological Education. 41 (4): 162–168. doi:10.1080/00219266.2007.9656092.

What is Inquiry Based Learning (EBL)? Centre for Excellence in Enquiry-Based Learning. University of Manchester. Retrieved July,30, 2019