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/Mentor
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