Integrating Primary Sources, Artifacts, and Museum Visits into the Primary Years Program Inquiry Curriculum in an International Baccalaureate Elementary Setting

Autor/inn/en	Coppersmith, Sarah A.; Song, Kim H.
Titel	Integrating Primary Sources, Artifacts, and Museum Visits into the Primary Years Program Inquiry Curriculum in an International Baccalaureate Elementary Setting
Quelle	In: Journal of Social Studies Education Research, 8 (2017) 3, S.24-49 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1309-9108
Schlagwörter	Primary Sources; Museums; Elementary School Curriculum; Inquiry; Active Learning; Immersion Programs; Grade 2; Social Studies; Elementary School Teachers; College School Cooperation; Partnerships in Education; Archives; Mixed Methods Research; Observation; History Instruction; Geography Instruction; French; Spanish; Semi Structured Interviews + Suchen Sie Ihr Suchwort? Primärquelle; Museum; Museumswesen; Museen; Aktives Lernen; Immersionsprogramm; School year 02; 2. Schuljahr; Schuljahr 02; Gemeinschaftskunde; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Hochschulpartnerschaft; Archivwesen; Archiv; Beobachtung; History lessons; Geschichtsunterricht; Geography education; Geography lessons; Geografieunterricht; Französisch; Spanisch
Abstract	Questions remain about inquiry instruction, while research confirms that using primary sources can aid students' inquiry learning processes. This study questioned: "How do second-grade teachers at an International Baccalaureate Organization/IBO language immersion setting incorporate inquiry methods in instructional practices?"; "How does training in the use of primary sources, artifacts, and museum visits shape second-grade teachers' instructional practice?" A Library of Congress Teaching with Primary Sources grant supported this university-school social studies partnership, which accessed artifacts, primary sources, and a national archives and museum. Data sources in this mixed methods study were from the SAMPI Inquiry Observation Instrument, interviews, and observations in French and Spanish language settings. Analysis revealed teachers incorporating inquiry learning via museum/archives visits and using primary sources in a study of the history and geography of the French and Spanish Colonial fur trade era. Results revealed a subsequent integration of primary sources and learning kits in the immersion school network's ongoing inquiry curriculum design process. (As Provided).
Anmerkungen	Journal of Social Studies Education Research. Serhat Mah. 1238/2 Sok. 7B Blok 12 Ostim, Yenimahalle, Ankara, Turkey; Web site: http://jsser.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01