Integrating theory and practice: Factors shaping elementary teachers’ interpretation of an inquiry model for teaching social studies

Abstract

This study explored the use of a scaffolded version of lesson study to develop professional teaching knowledge for problem-based historical inquiry among three 4th-grade social studies teachers who taught Alabama History at the same high-poverty elementary school. Lesson study is a collaborative professional development approach that involves teachers designing, implementing, and reflecting on instruction in recursive cycles. Drawing upon observations of lesson study planning and debriefing sessions as well as classroom instruction, researchers examined the three teachers’ adoption of professional teaching knowledge for problem-based historical inquiry following three yearlong lesson study cycles. Findings suggest lesson study can be used to cultivate professional teaching knowledge for problem-based historical inquiry among elementary social studies teachers, though the transfer of that knowledge to more typical classroom instruction is fraught with challenges. Three factors appeared to explain variations in teachers’ adoption of professional teaching knowledge for problem-based historical inquiry: the degree to which each teacher deferred to professional authorities, whether and how each teacher prioritized developing prior knowledge before higher order thinking, and the extent to which each teacher held idiosyncratic views on teaching and learning.

The Effectiveness of Inquiry Lesson-Based Immunity System Module to Empower the Students’ Critical Thinking Skill

“…The module is a series of planned learning activity that is independent as a flexible learning system strategy, interactive implementation, and can potentially empower the critical thinking skill equipped with activities, and training integrating learning activity into the module. The module developed by the author in immunity system is designed to be oriented to inquiry lesson learning model integrated into critical thinking skill aspect (Soulios & Psillos, 2016;Jocz et.al, 2014;Howell & Saye, 2017;Nline et.al, 2010).…”

Inquiry on Inquiry: Examining Student Actions Required in Elementary Inquiry Design Models

“…Historically, the practices of inquiry have also been enacted in different, but productive ways including, but not limited to, use of critical inquiry (Rodriguez & Swalwell, 2021), disciplinary inquiry (Barton & Levstik, 2004), guided inquiry (Kuhlthau et al, 2012), small-group inquiry (Harvey & Daniels, 2009), problem-based historical inquiry (Howell & Saye, 2018), and reflective inquiry (Barr et al, 1977). Schell and Fischer (2007) assert strong social studies inquiry engages students' literacy skills (e.g., locating, using information, presenting ideas).…”

The possibilities of teaching the past: fifth grade teachers' instructional choices

“…However, current state standards are shifting to be inclusive of inquiry-based practices. Most simply, inquiry is defined as a systematic investigation and it may take on a variety of forms including, but not limited to, use of a small-group inquiry model (Harvey and Harvey, 2009), guided inquiry (Kuhlthau et al ., 2012), critical inquiry (Naseem Rodríguez and Swalwell, 2021) and problem-based historical inquiry (Howell and Saye, 2018). In the College, Career and Civic Life (C3) Framework for Social Studies State Standards, the National Council for the Social Studies (NCSS, 2013) describes inquiry “at the heart of social studies” and presents an inquiry arc inclusive of discrete elements, or dimensions, of inquiry.…”