Inquiry and the College, Career, and Civic Life (C3) Framework: Surveying Teachers' Beliefs and Practices

• In Event: 33.078 - Roundtable Session 11
  In Roundtable Session: 33.078-18 - New Directions in K–12 Social Studies Education

Abstract

The C3 Framework encourages ambitious inquiry-based social studies teaching. While inquiry is regularly recommended as a preferred pedagogy, research has shown that teachers rarely engage students in inquiry. This exploratory study surveyed social studies teachers in one school district in a southeastern state to update our understanding of teachers’ instructional practices related to inquiry and the C3 Framework. Findings indicate that the majority of respondents use instructional practices that may be supportive of the C3 Framework and that the ideas within the Framework resonate with most respondents, but reported challenges with some key concepts, like using inquiry in the classroom. This study is an initial step to inform future research and efforts to implement the C3 Framework.

Authors

• Emma Sowards Thacker, Wake Forest University

• John K. Lee, North Carolina State University

• Adam Friedman, Wake Forest University