The purpose of this study was to investigate teachers' perceptions, understanding, and use of inquiry-based instruction in the Social studies, to assess the impact of inquiry-based units on instruction, to detail implementation successes and challenges reported by teachers when implementing inquiry-based instruction, and to provide recommendations for future efforts. Teachers' perceptions of teaching and learning, particularly their beliefs about inquiry-based instruction, changed during the study. Throughout the study, teachers' perceptions and beliefs about teaching Social studies had an impact on how they planned, implemented and reflected on inquiry-based instruction. Many of the teachers changed their perceptions and began regularly teaching with an inquiry-based focus, and some changed from a belief system that focused on a teacher-centered model to a more student-centered focus.
","abstract_html":"<p>The purpose of this study was to investigate teachers' perceptions, understanding, and use of inquiry-based instruction in the Social studies, to assess the impact of inquiry-based units on instruction, to detail implementation successes and challenges reported by teachers when implementing inquiry-based instruction, and to provide recommendations for future efforts. Teachers' perceptions of teaching and learning, particularly their beliefs about inquiry-based instruction, changed during the study. Throughout the study, teachers' perceptions and beliefs about teaching Social studies had an impact on how they planned, implemented and reflected on inquiry-based instruction. Many of the teachers changed their perceptions and began regularly teaching with an inquiry-based focus, and some changed from a belief system that focused on a teacher-centered model to a more student-centered focus.</p>","abstract_has_math":false,"creators":["Beshears, Crystal Maree"],"institution":null,"degree_name":"Doctor of Philosophy in Curriculum and Instruction (PhD)","degree_level":"Dissertation","degree_discipline":null,"degree_department":null,"school":null,"contributors":["Kacirek, Kit","Smith, Thomas E.C."],"advisors":["Farah, Mounir A."],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-12-01T08:00:00Z","date_published":"2012-12-01T08:00:00Z","updated_at":"2026-07-24T00:59:15Z","subjects":["Education","Inquiry-based instruction","Social studies","Elementary Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Secondary Education and Teaching"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarworks.uark.edu/etd/621","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Kacirek, Kit","Smith, Thomas E.C."]},{"key":"dc:contributor.advisor","label":"Advisor","values":["Farah, Mounir A."]},{"key":"dc:creator","label":"Author","values":["Beshears, Crystal Maree"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2012"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2017-09-29T07:00:00Z"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy in Curriculum and Instruction (PhD)"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Inquiry-based instruction","Social studies","Elementary Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Secondary Education and Teaching"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarworks.uark.edu/etd/621"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The purpose of this study was to investigate teachers' perceptions, understanding, and use of inquiry-based instruction in the Social studies, to assess the impact of inquiry-based units on instruction, to detail implementation successes and challenges reported by teachers when implementing inquiry-based instruction, and to provide recommendations for future efforts. Teachers' perceptions of teaching and learning, particularly their beliefs about inquiry-based instruction, changed during the study. Throughout the study, teachers' perceptions and beliefs about teaching Social studies had an impact on how they planned, implemented and reflected on inquiry-based instruction. Many of the teachers changed their perceptions and began regularly teaching with an inquiry-based focus, and some changed from a belief system that focused on a teacher-centered model to a more student-centered focus.
"]},{"key":"dc:title","label":"Title","values":["Inquiry-Based Instruction in the Social Studies: Successes and Challenges"]}]}],"canonical_facts":{"dc:contributor":["Kacirek, Kit","Smith, Thomas E.C."],"dc:contributor.advisor":["Farah, Mounir A."],"dc:creator":["Beshears, Crystal Maree"],"dc:date":["2012"],"dc:date.available":["2017-09-29T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to investigate teachers' perceptions, understanding, and use of inquiry-based instruction in the Social studies, to assess the impact of inquiry-based units on instruction, to detail implementation successes and challenges reported by teachers when implementing inquiry-based instruction, and to provide recommendations for future efforts. Teachers' perceptions of teaching and learning, particularly their beliefs about inquiry-based instruction, changed during the study. Throughout the study, teachers' perceptions and beliefs about teaching Social studies had an impact on how they planned, implemented and reflected on inquiry-based instruction. Many of the teachers changed their perceptions and began regularly teaching with an inquiry-based focus, and some changed from a belief system that focused on a teacher-centered model to a more student-centered focus.
"],"dc:identifier":["https://scholarworks.uark.edu/etd/621"],"dc:subject":["Education","Inquiry-based instruction","Social studies","Elementary Education and Teaching","Junior High, Intermediate, Middle School Education and Teaching","Secondary Education and Teaching"],"dc:title":["Inquiry-Based Instruction in the Social Studies: Successes and Challenges"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Doctor of Philosophy in Curriculum and Instruction (PhD)"]},"updated_at":"2026-07-24T00:59:15Z"}