Elementary Teachers’ Views on Teaching Inquiry-Based, Interdisciplinary Science and Social Studies in Urban Settings

• In Event: Roundtable Session 95
  In Roundtable Session: Teacher Perspectives on Content Area Learning, Mandated Curriculum, and Notions of Student Success

Abstract

While current teaching practices within science and social studies involve much memorization, inquiry-based and interdisciplinary practices offer another way of developing knowledge and understanding of science and social studies content. This study investigates elementary teachers’ views on teaching inquiry-based, interdisciplinary science and social studies in urban settings. Through qualitative methodology, interview data from 15 elementary teachers in two urban schools is presented. First, elementary teachers supported and claimed to implement inquiry-based science. Second, teachers supported inquiry-based social studies, but did not feel comfortable with this approach. Third, teachers supported interdisciplinary teaching, but did not mention the combination of science/social studies. Finally, teachers did not view the lack of resources as barriers, but rather the lack of professional development and time.

Authors

• Alexandra Olivia Santau, Duquesne University

• Jason K. Ritter, Duquesne University