Inquiry-Based Instruction in the Social Studies: Successes and Challenges

<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>

Name thesis:degree_name

Doctor of Philosophy in Curriculum and Instruction (PhD)

Level thesis:degree_level

Dissertation

Year dc:date.available

2012

Author dc:creator

• Beshears, Crystal Maree

Advisor dc:contributor.advisor

• Farah, Mounir A.

Contributors dc:contributor

• Kacirek, Kit
• Smith, Thomas E.C.

• Education
• Inquiry-based instruction
• Social studies
• Elementary Education and Teaching
• Junior High, Intermediate, Middle School Education and Teaching
• Secondary Education and Teaching

Repository record dc:identifier

https://scholarworks.uark.edu/etd/621

OAI identifier oai:identifier

oai:scholarworks.uark.edu:etd-1620