Disciplined Inquiry in Social Studies Classrooms

Saye, John W.

doi:10.1002/9781118768747.ch15

Cited by 38 publications

(20 citation statements)

References 54 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The teacher's role is to pose driving questions that motivate them in their learning and drive selfdirected inquiry and to facilitate the arrangement of learning experiences for learners (Bell, 2010). The basic aspects of PjBL are as follows: 1) What students want to learn (a need to know); 2) Use questions to drive self-directed inquiry; 3) Listen to students' needs and allow them to decide and select what they want to learn; 4) Promote studentcentered learning environment; 5) Provide meaningful hands-on experience; 6) Focus on outcome-based learning; 7) Have an intense desire to touch the students' lives and understand things present in their world, leading to new innovations; 8) Encourage learning with in-depth understanding rather than by memorizing concepts; 9) Focus on the transfer of learning; 10) Promote social and collaborative skills; and 11) Provide feedback and suggestions for improvements (Bell, 2010;Larmer, Mergendoller, & Boss, 2010;Saye, 2017;Schultz, 2010).…”

Section: Literature Reviewmentioning

confidence: 99%

Creating Pre-Service Teachers’ Engagement in an Active Learning Journey With Project-Based Learning to Become Effective Teachers

Laksana¹,

Busayanon²,

Mahamarn³

2019

Proceedings of the 8th Teaching &Amp; Education Conference, Vienna

View full text Add to dashboard Cite

A primary goal of teacher preparation programs is to develop pre-service teachers' ability in applying the teaching knowledge and skills they learn in real classrooms in varying community, school, and classroom contexts. Upon developing these abilities, pre-service teachers can help their students successfully acquire knowledge. The present study aims to investigate the extent to which project-based instruction can enhance the ability to develop teaching materials among pre-service Social Studies teachers currently studying at an open-admission university in Thailand. The same subjective test was administered to a sample of 30 participants before and after the study and was scored using an analytic rubric. The pre-test and post-test data were analyzed via a paired sample t-test, which revealed that participation in project-based instruction resulted in the pre-service Social Studies teachers' improved ability to develop teaching materials, both overall and for each specific criterion, at a statistical significance level of .01.

show abstract

Section: Literature Reviewmentioning

confidence: 99%

Creating Pre-Service Teachers’ Engagement in an Active Learning Journey With Project-Based Learning to Become Effective Teachers

Laksana¹,

Busayanon²,

Mahamarn³

2019

Proceedings of the 8th Teaching &Amp; Education Conference, Vienna

View full text Add to dashboard Cite

show abstract

“…Here Jeff seemed to allude to the well-documented path of least resistance that students seek when called upon to do more sophisticated intellectual work. According to Saye (2017), students "who have had past academic success may also resist practices that challenge epistemological assumptions and deviate from established norms of schooling" (p. 350). Jeff felt that his students similarly resisted when they deviated from more typical teacher-directed instruction.…”

Section: Student Resistance To Inquirymentioning

confidence: 99%

“…According to proponents of the C3 Framework, teachers must pursue at least five shifts in practice to fully integrate the framework (Swan et al, 2014, n.p.). Research suggests that these shifts in practice can be "challenging and frustrating" for teachers (Thacker and Friedman, 2017, p. 372).According to Saye (2017), to this point "Inquiry has been much more commonly advocated than realized in the [social studies] classroom" (p. 336). For example, teachers have reported difficulties associated with sourcing and content knowledge (Journell et al, 2018;Thacker and Friedman, 2017) as well as high-stakes tests (Thacker et al, 2016).…”

mentioning

confidence: 99%

Integrating the C3 Framework in the social studies: an action research study

Manfra

Greiner

2020

SSRP

View full text Add to dashboard Cite

PurposeThe C3 Framework is a recent example in a long history within the field of social studies education of efforts to engage teachers and students in inquiry-oriented teaching and learning. While there is some research regarding the efficacy of the inquiry design model (IDM) of the C3 Framework, few studies have sought to engage social studies teachers as coresearchers as they integrate the framework. This study addressed a persistent divide between the theory and practice of integrating inquiry in the social studies.Design/methodology/approachIn this study, a classroom teacher and a university-based researcher conducted a hybrid action research study to understand the instructional shifts that occur as the C3 Framework is fully implemented into instruction.FindingsBased on the findings, the authors present a theory of action to highlight key opportunities to shift instruction, while also acknowledging the factors that might mitigate those shifts. In particular, the authors focus on teacher decision-making and contextual factors that allow for and hinder the full integration of inquiry.Originality/valueThis study is unique in developing a hybrid action research/qualitative case study that provides insider knowledge related to improving social studies teaching and learning.

show abstract

“…As students engage in sustained conversation, the teacher encourages students to share ideas through dialogue as they work toward a collective understanding. Comparable to the social studies classroom (Saye, 2017), ELA teachers must support beginners to the process of disciplined inquiry as they move toward natural and comfortable perception mastery. Furthermore, to help students understand the problematic nature of some concepts, teachers might organize lessons using essential questions to focus students on a single topic (Newmann et al, 1995).…”

Section: Disciplined Inquirymentioning

confidence: 99%

Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language Arts

et al. 2019

View full text Add to dashboard Cite

This paper explores the 5E model of lesson design (engage, explore, explain, extend, evaluate) in English Language Arts (ELA) classrooms in consideration of an authentic teaching and learning framework. This quasi-experimental pre and post-intervention study centers on student motivation and academic emotions regarding direct instruction in comparison to an authentic, 5E lesson. When comparing pre and post conditions across two types of instructional methods (direct instruction and authentic, 5E lessons), findings suggest students are less interested and more bored when participating in direct instruction experiences. Moreover, academic pressure increased in the authentic group while classroom mastery decreased.

show abstract

Disciplined Inquiry in Social Studies Classrooms

Cited by 38 publications

References 54 publications

Creating Pre-Service Teachers’ Engagement in an Active Learning Journey With Project-Based Learning to Become Effective Teachers

Creating Pre-Service Teachers’ Engagement in an Active Learning Journey With Project-Based Learning to Become Effective Teachers

Integrating the C3 Framework in the social studies: an action research study

Students at the Center: Insights and Implications of Authentic, 5E Instruction in High School English Language Arts

Contact Info

Product

Resources

About