CHOOSING A ROAD LESS TRAVELLED: PORTRAYALS OF SOCIAL STUDIES TEACHERS INTEGRATING INQUIRY-BASED INSTRUCTION
Date
2019
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Abstract
Inquiry-based instruction has a rich tradition in social studies education; scholars have long advocated for an inquiry-based classroom in which the student is actively and directly involved in the construction and testing of knowledge, with a reduced emphasis on the teacher as the keeper and transmitter of knowledge. Proponents of inquiry-based instruction argue that it should be a part of social studies education at all grade levels as it holds great promise in promoting problem solving, creativity, collaboration, and critical thinking in authentic learning environments. The overarching purpose of this multiple case study was to explore how three social studies teachers conceptualized and engaged their students in inquiry-based instruction. Factors influencing and supporting their use of inquiry-based instruction was also explored. Data collection included semi-structured interviews, observations, teaching materials, professional development materials, and newspaper clippings. Themes emerging from a thematic analysis indicated that teachers conceptualized inquiry-based instruction as (a) an empowering process which motivates students to drive their own learning in real-world settings; (b) a learning process which stimulates students to “want to know more” by shifting wondering, questioning, and critical thinking to them; and (c) a real world decision-making/investigative process which helps students develop ownership of learning. Key findings were that (a) context matters: all three teachers carried out the inquiry process through employing different inquiry-based models or frameworks; teachers’ use of inquiry were supported by a school culture and context that provided autonomy and stimulus; and teachers molded their inquiry-based instruction around their students’ interests and the context in which they teach; (b) authentic inquiry - based instruction requires certain essential features; (c) teacher learning trajectory involves persistence and gradual learning by doing; and (d) future learning environments will seek to make learning more empowering. Implications and recommendations were: (a) empowering teachers with autonomy; (b) helping teachers internalize the concepts of authentic inquiry-based instruction; (c) immersing teachers in learning by doing (c) setting the stage for 21st century learning environments.