Inquiry-Based Practice in Social Studies Education
Understanding the Inquiry Design Model
Seiten
2017
Routledge (Verlag)
978-1-138-04788-4 (ISBN)
Routledge (Verlag)
978-1-138-04788-4 (ISBN)
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Written by the lead authors of the C3 Framework, Inquiry-Based Practice in Social Studies Education presents a conceptual base for shaping the classroom experience through inquiry-based teaching and learning.
Written by the lead authors of the C3 Framework, Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model presents a conceptual base for shaping the classroom experience through inquiry-based teaching and learning. Using their Inquiry Design Model (IDM), the authors present a field-tested approach for ambitious social studies teaching. They do so by providing a detailed account of inquiry’s scholarly roots, as well as the rationale for viewing questions, tasks, and sources as inquiry’s foundational elements. Based on work done with classroom teachers, university faculty, and state education department personnel, this book encourages readers to transform classrooms into places where inquiry thrives as everyday practice.
Both pre-service and in-service teachers are sure to learn strategies for developing the reinforcing elements of IDM, from planning inquiries to communicating conclusions and taking informed action. The curricular and pedagogical examples included make this practical book essential reading for researchers, students of pre-service and in-service methods courses, and professional development programs.
Written by the lead authors of the C3 Framework, Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model presents a conceptual base for shaping the classroom experience through inquiry-based teaching and learning. Using their Inquiry Design Model (IDM), the authors present a field-tested approach for ambitious social studies teaching. They do so by providing a detailed account of inquiry’s scholarly roots, as well as the rationale for viewing questions, tasks, and sources as inquiry’s foundational elements. Based on work done with classroom teachers, university faculty, and state education department personnel, this book encourages readers to transform classrooms into places where inquiry thrives as everyday practice.
Both pre-service and in-service teachers are sure to learn strategies for developing the reinforcing elements of IDM, from planning inquiries to communicating conclusions and taking informed action. The curricular and pedagogical examples included make this practical book essential reading for researchers, students of pre-service and in-service methods courses, and professional development programs.
S.G. Grant is a Professor of Social Studies Education in the Graduate School of Education at Binghamton University. Kathy Swan is a Professor of Social Studies Education in the College of Education at the University of Kentucky. John Lee is a Professor of Social Studies Education in the College of Education at North Carolina State University.
Preface
Inquiry and the Inquiry Design Model
Questions Matter
Tasks Matter, Too!
Sources Are the Matter
Conclusion
References
| Erscheinungsdatum | 30.06.2017 |
|---|---|
| Verlagsort | London |
| Sprache | englisch |
| Maße | 178 x 254 mm |
| Gewicht | 272 g |
| Themenwelt | Schulbuch / Wörterbuch |
| Geisteswissenschaften ► Geschichte ► Regional- / Ländergeschichte | |
| Sozialwissenschaften ► Pädagogik ► Schulpädagogik / Grundschule | |
| ISBN-10 | 1-138-04788-0 / 1138047880 |
| ISBN-13 | 978-1-138-04788-4 / 9781138047884 |
| Zustand | Neuware |
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