36 Inquiry-based learning strongly defends pupils’ active participation in their educational process and places part of responsibility also on pupils’ to discover new knowledge themselves (Pedaste et al., 2015). There are several benefits with setting school lessons as an inquiry environment. Such an approach achieves better understanding of abstract forms, such as ideas, concepts, thoughts. It also increases pupils’ motivation for participation and activation, while also developing intellectual and practical capacities. That said, inquiry may take more time than more traditional methods in terms of preparation as well as implementation. While this could present a problem for teachers, since they are reporting a lack of time, the solution may come out of teachers themselves. They should be prepared to experiment with their own practice. Inquiry should not be an all-or-nothing activity but a part of a repertoire of different actions, aiming to improve outcomes of pupils’ knowledge, understanding, motivation and activation (Bolte et al., 2012). In a section of resource-based learning, it was already pointed out, how much digitalization of the society influenced not only pupils but also the way of learning, reformed pre-known teaching approaches and also opened the whole new options for teachers and pupils. By digitalization, inquiry-based learning gained popularity in the science curriculum. By technological developments, the inquiry process can also be supported by electronic learning environments (Pedaste et al., 2015). This is also a case when learning is happening on-line. Especially during the pandemic. Inquiry-based learning is an approach which encourages pupils to actively engage in problem solving. The problem or an issue that is presented by a teacher should be undertaken in some sort of investigation and it is pupils responsibility to solve it. As many other approaches, inquiry-based learning is also putting pupils first and considering them as an important part in finding solutions. Often, the way to the solution in inquiry-based learning is through experiments: pupils learn through handson experiences and the options for them to see the importance of such a lesson ,or science subject in general, is thus improved, especially if a noticeable amount on pupils' own evaluation is given. By communicating through their processes, they acknowledge all the phases in the processes, possible mistakes through their experimentations or other kinds of examination/research and the results gained at the end of the process. And also results and paths of their peers. We cannot ignore the fact that if lessons are taken in classes with provided electronics, the circumstances are more or less the same for all pupils, but when we expect pupils to learn from homes, there can be several issues which can make learning difficult for pupils with less privileges. Issues that were exposed during the pandemic are – a lack of internet connection in more secluded places, no internet because of money problems, slow internet connection, no camera, headphones or speakers, no
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