An Evaluation of the Impact of an Inquiry Curriculum in Social Studies on Pupil Growth in Selected Cognitive Functions.

Autor/inn/en	Godbold, John V.; Fournet, Glenn P.
Titel	An Evaluation of the Impact of an Inquiry Curriculum in Social Studies on Pupil Growth in Selected Cognitive Functions.
Quelle	(1977), (22 Seiten)Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Academic Achievement; Cognitive Processes; Creative Thinking; Curriculum Evaluation; Educational Testing; Inquiry; Instructional Materials; Junior High School Students; Junior High Schools; Political Power; Problem Solving; Social Studies; Statistical Analysis; Student Attitudes + Suchen Sie Ihr Suchwort? Schulleistung; Cognitive process; Kognitiver Prozess; Kreatives Denken; Curriculum; Evaluation; Curriculumevaluation; Lehrplan; Rahmenplan; Evaluierung; Lehrmaterial; Lehrmittel; Unterrichtsmedien; Junior High Schools; Student; Students; Sekundarstufe I; Schüler; Schülerin; Politische Macht; Problemlösen; Gemeinschaftskunde; Statistische Analyse; Schülerverhalten
Abstract	A pre/post experimental-control design was used to evaluate a social studies curriculum based upon inquiry methods. Subjects were 308 eighth-grade students. The results indicated that there were no significant changes in creative thinking, attitudes toward power, understanding of power concepts, and problem-solving skills as a result of experience with the inquiry curriculum. There was significant improvement in information mastery. In addition, student attitudes toward their experiences and the instructional materials were positive. The gaming and discussion sessions were viewed by students as having a beneficial effect on their interaction skills and comprehension of the subject matter. (Author)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01