Secondary Social Studies Teachers' Experiences Planning and Implementing Inquiry Using the Inquiry Design Model

Autor/inn/en	Thacker, Emma S.; Lee, John K.; Fitchett, Paul G.; Journell, Wayne
Titel	Secondary Social Studies Teachers' Experiences Planning and Implementing Inquiry Using the Inquiry Design Model
Quelle	In: Clearing House: A Journal of Educational Strategies, Issues and Ideas, 91 (2018) 4-5, S.193-200 (8 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0009-8655
DOI	10.1080/00098655.2018.1490129
Schlagwörter	Secondary School Teachers; Social Studies; Teaching Experience; Inquiry; Active Learning; Pedagogical Content Knowledge; Instructional Development; High Schools + Suchen Sie Ihr Suchwort? Gemeinschaftskunde; Aktives Lernen; Pädagogische Kompetenz; Teaching improvement; Unterrichtsentwicklung; High school; Oberschule
Abstract	While the use of inquiry-based instruction has been encouraged for many years, it continues to be the exception rather than the norm. The publication of the "College, Career, and Civic Life (C3) Framework," as well as the Inquiry Design Model that provides structure for its implementation, offer support for teachers to use inquiry in their social studies classrooms. This phenomenological study used semi-structured interviews, classroom observations, and document analyses to explore three secondary social studies teachers' pedagogical content knowledge as they planned and implemented inquiries. Findings indicate that teachers found a structured method of designing inquiries useful and that their approaches to planning and implementing those inquiries varied with individual context and personal pedagogical stances. There is no one-size-fits-all inquiry, even when teachers used the same support tool. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01