Three Social Studies Teachers’ Design and Use of Inquiry Modules
Emma Thacker, James Madison University, United States ; Adam Friedman, Wake Forest University, United States
CITE Journal Volume 17, Number 3, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA
The researchers used activity theory to examine how teachers planned and implemented inquiries in social studies classrooms given the recent publication of the College, Career, and Civic Life (C3) Framework for Social Studies State Standards. This phenomenology used semistructured interviews, relevant documents, and observations as data for the research questions (a) “How do participants design inquiry modules?” and (b) “How do participants teach these inquiries in K–12 classrooms?” Results indicated that designing and implementing social studies inquiries were challenging and worthwhile for the teachers; participants found accessing and using various sources to be a fruitful yet challenging inquiry tool, and appreciated the use of a template to aid in their design process, even while it perhaps limited taking informed action. Participants noted that support was necessary for their successful use of inquiry. This study provides insight into how social studies teachers bring inquiry into their social studies classrooms and points to ways in which teachers can be better supported in this endeavor.
Thacker, E. & Friedman, A. (2017). Three Social Studies Teachers’ Design and Use of Inquiry Modules. Contemporary Issues in Technology and Teacher Education, 17(3), 360-387. Waynesville, NC USA: Society for Information Technology & Teacher Education.
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