Current social needs emphasize the education of a person with creative thinking, capable of not only finding problems but also solving them. Different strategies are applied in the educational process according to the society's requirements for an educated individual. On this basis, the appropriate content of education, organizational forms, didactic methods and the use of the latest didactic techniques are also determined. One way to achieve this is to introduce other teaching methods, such as inquiry-based teaching, into the teaching process. Inquiry-based learning aims to make science lessons more effective, especially at primary schools, and at the same time seeks to attract students to study them. It has an irreplaceable role in new, modern and successful ways of teaching science. The aim of the paper is to design methodological sheets in the 5th year of elementary school in terms of inquiry-based learning and their application to the teaching process.

The paper focuses on regional and geographic features of pro-poor growth in African countries. The concept of pro-poor growth interconnects and examines mutual relationships between income growth, income poverty and income inequality. Using the World Bank’s income data, we calculate and interpret indicators of pro-poor growth for individual African countries. Then we analyze the results in terms of African regionalization and we investigate possible associations between pro-poor growth categories and selected geographic factors such as location, population size or population density. We show that higher pro-poorness of growth is typical for countries of Northern and Western Africa. The results also indicate that some of the geographic factors are significantly associated with pro-poor growth across African countries.