Inquiry as a Steady Drumbeat: Designing a Curricular Groove for Middle School Social Studies

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  • Additional Information
    • 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: [email protected]; Web site: http://www.socialstudies.org
    • Peer Reviewed:
      Y
    • Source:
      8
    • Education Level:
      Junior High Schools
      Middle Schools
      Secondary Education
      Elementary Education
      Grade 6
      Intermediate Grades
      Grade 7
      Grade 8
    • Subject Terms:
      Inquiry; Social Studies; Curriculum Design; Grade 6; Middle School Teachers; Cultural Education; Global Education; World Geography; Grade 7; Archaeology; History; Grade 8; United States History; Critical Thinking; Learner Engagement; Teacher Attitudes
    • Subject Terms:
      Wisconsin
    • ISSN:
      0037-7724
      1930-3653
    • Abstract:
      Shifting to an inquiry-based practice can be challenging. How should teachers get started? How many times should teachers plan for inquiry? What do teachers do when students struggle with inquiry? How long does it take for students to buy in to the inquiry process? These kinds of questions, and the concerns that underlie them, can create an understandable inertia around instructional change. In this article, we show how one district's teachers are getting started by finding their inquiry groove in middle school. They began by designing three conceptual inquiry curricular loops for sixth, seventh, and eighth grades using the Inquiry Design Model (IDM).
    • Abstract:
      As Provided
    • Publication Date:
      2024
    • Accession Number:
      EJ1445180