Date of Graduation
12-2012
Document Type
Dissertation
Degree Name
Doctor of Philosophy in Curriculum and Instruction (PhD)
Degree Level
Graduate
Department
Curriculum and Instruction
Advisor
Mounir Farah
Committee Member
Kit Kacirek
Second Committee Member
Tom Smith
Third Committee Member
Michael Wavering
Keywords
Education, Inquiry-based instruction, Social studies
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.
Citation
Beshears, C. M. (2012). Inquiry-Based Instruction in the Social Studies: Successes and Challenges. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/621
Included in
Elementary Education and Teaching Commons, Junior High, Intermediate, Middle School Education and Teaching Commons, Secondary Education and Teaching Commons