Getting Inquiry Design Just Right
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| Title: | Getting Inquiry Design Just Right |
|---|---|
| Language: | English |
| Authors: | Journell, Wayne, Friedman, Adam M., Thacker, Emma S., Fitchett, Paul G. |
| Source: | Social Education. Sep 2018 82(4):202-205. |
| Availability: | National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org |
| Peer Reviewed: | Y |
| Page Count: | 4 |
| Publication Date: | 2018 |
| Intended Audience: | Teachers |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Social Studies, Inquiry, Teaching Methods, Elementary Secondary Education, Faculty Development, College Readiness, Career Readiness, Citizenship Education, Foreign Countries, Teacher Competencies, Technological Literacy, Program Effectiveness, 21st Century Skills, Teacher Attitudes |
| Geographic Terms: | New Zealand |
| ISSN: | 0037-7724 |
| Abstract: | The notion of teaching social studies through inquiry is far from a new development. With the publication of the "College, Career, and Civic Life (C3) Framework: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History," however, there is arguably a greater emphasis on inquiry in K-12 social studies education than ever before. In this article, the authors attempt to shed some light on the opportunities and challenges associated with crafting inquiries using the C3-inspired Inquiry Design Model (IDM) through an analysis of inquiries created by K-12 teachers who received professional development on the C3 Framework and the IDM. |
| Abstractor: | ERIC |
| Entry Date: | 2019 |
| Access URL: | https://www.socialstudies.org/publications/socialeducation/september2018 |
| Accession Number: | EJ1228687 |
| Database: | ERIC |
| Abstract: | The notion of teaching social studies through inquiry is far from a new development. With the publication of the "College, Career, and Civic Life (C3) Framework: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History," however, there is arguably a greater emphasis on inquiry in K-12 social studies education than ever before. In this article, the authors attempt to shed some light on the opportunities and challenges associated with crafting inquiries using the C3-inspired Inquiry Design Model (IDM) through an analysis of inquiries created by K-12 teachers who received professional development on the C3 Framework and the IDM. |
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| ISSN: | 0037-7724 |
