Date of Graduation
Doctor of Philosophy in Curriculum and Instruction (PhD)
Curriculum and Instruction
Second Committee Member
Third Committee Member
Education, Inquiry-based instruction, Social studies
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.
Beshears, Crystal Maree, "Inquiry-Based Instruction in the Social Studies: Successes and Challenges" (2012). Theses and Dissertations. 621.