Exploring How an Elementary Teacher Plans and Implements Social Studies Inquiry
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| Title: | Exploring How an Elementary Teacher Plans and Implements Social Studies Inquiry |
|---|---|
| Language: | English |
| Authors: | Thacker, Emma S., Friedman, Adam M., Fitchett, Paul G., Journell, Wayne, Lee, John K. |
| Source: | Social Studies. 2018 109(2):85-100. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2018 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Elementary School Teachers, Social Studies, Case Studies, Inquiry, Pedagogical Content Knowledge, Grade 5, Models, History Instruction, Active Learning, Semi Structured Interviews |
| DOI: | 10.1080/00377996.2018.1451983 |
| ISSN: | 0037-7996 |
| Abstract: | Social studies continues to be marginalized in elementary grades, yet the "C3 Framework" and its Inquiry Arc offer possibilities for high-quality elementary social studies instruction. However, the "C3 Framework" requires that teachers possess an adequate understanding of how to implement inquiry within the various social studies disciplines, which we argue is an aspect of the pedagogical content knowledge necessary for effective elementary social studies instruction. This single-case study follows an elementary teacher through her use of the "C3 Framework", Inquiry Arc, and a related curriculum approach called the Inquiry Design Model as she conceptualized, planned, and implemented inquiries in her fifth-grade classroom. By incorporating this new knowledge into her existing understanding of social studies pedagogy, as well as her knowledge of her students and specific educational context, the teacher was able to successfully navigate some of the challenges associated with implementing social studies inquiry in elementary classrooms. |
| Abstractor: | As Provided |
| Number of References: | 75 |
| Entry Date: | 2018 |
| Accession Number: | EJ1179920 |
| Database: | ERIC |
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| Abstract: | Social studies continues to be marginalized in elementary grades, yet the "C3 Framework" and its Inquiry Arc offer possibilities for high-quality elementary social studies instruction. However, the "C3 Framework" requires that teachers possess an adequate understanding of how to implement inquiry within the various social studies disciplines, which we argue is an aspect of the pedagogical content knowledge necessary for effective elementary social studies instruction. This single-case study follows an elementary teacher through her use of the "C3 Framework", Inquiry Arc, and a related curriculum approach called the Inquiry Design Model as she conceptualized, planned, and implemented inquiries in her fifth-grade classroom. By incorporating this new knowledge into her existing understanding of social studies pedagogy, as well as her knowledge of her students and specific educational context, the teacher was able to successfully navigate some of the challenges associated with implementing social studies inquiry in elementary classrooms. |
|---|---|
| ISSN: | 0037-7996 |
| DOI: | 10.1080/00377996.2018.1451983 |
