THE SCIENCE TEACHER IN THE SITUATION OF CHANGING EDUCATIONAL PARADIGM

The human education paradigm is looking upon the learner as an active participant of the study process. In chemistry education, student himself discovers the world of chemical substances. The inquiry is a way human is seeking information and understanding in science education. Discovery, freedom, activity, creativity are the keywords for open learning in science laboratory. By posting hypothesis, further verifying them and analyzing the obtained results, the science process acts as a core for learning approaches. They foster learner's self-discoveries, which are to be used in such a process. The teacher is a key to open such approaches in study process of chemistry. The teacher's role changes notably. In the open study process the teacher undertakes the functions of the expert – consultant and feedback provider. The teacher has to master a series of new skills more often. Moreover, acquiring new experience makes teacher to give up stereotypes and authoritarian teaching style. To implement the education reform in science education in Latvia it is necessary to practically resolve the controversy between learner's wishes to do inquiry oriented laboratory works and teaching strategies carried out by teacher in classroom.