Teacher Definitions of Inquiry in Action: Instruction and Learning in Elementary Social Studies Classrooms

• In Event: AERA Roundtable Session Saturday 11:40 am Four Seasons Ballroom 4
  In Roundtable Session: Socializing the Social Studies Classroom: Redefining Engagement With Collaborative Practices (Table 1)

Abstract

Inquiry-based instruction is strongly advocated in social studies education, yet approaches to teaching and learning with inquiry can vary widely. This paper draws on evidence from unit-long observations of instruction, interviews with teachers, and analysis of student work to illustrate how teachers’ definitions of inquiry are enacted in their elementary classrooms. Findings showcase three different approaches within the same district, with one teacher prioritizing question-posing, another independent investigation, and a third student voice. Student work samples illustrate how teacher definitions are reflected in the focus of the social studies unit, the enacted instruction, and evidence of student learning. Implications include the importance of establishing shared definitions and common language as we seek to promote high-quality and equitable education.

Author

• Alexa M. Quinn, James Madison University