The Inquiry Process and Museum Field Trips: A Technique for the Classroom.

Autor/inn/en	DiBella, Robert L.; Steele, George E.
Titel	The Inquiry Process and Museum Field Trips: A Technique for the Classroom.
Quelle	(1981), (32 Seiten)Verfügbarkeit
Beigaben	Tabellen
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Tagungsbericht; Leitfaden; Unterricht; Lehrer; Concept Teaching; Discovery Learning; Elementary Secondary Education; Employment; Field Trips; Industrialization; Inquiry; Leisure Time; Models; Museums; Social Change; Social Studies; Units of Study + Suchen Sie Ihr Suchwort? Lesson concept; Instruction; Unterrichtsentwurf; Unterrichtsprozess; Teacher; Teachers; Lehrerin; Lehrende; Entdeckendes Lernen; Dienstverhältnis; Exkursion; Industrialisation; Industrialisierung; Freizeit; Analogiemodell; Museum; Museumswesen; Museen; Sozialer Wandel; Gemeinschaftskunde; Lerneinheit
Abstract	This paper suggests model lessons that elementary or secondary social studies teachers can use to integrate field-trip experiences directly into instruction, specifically, inquiry teaching. The Ohio Historical Center and the Ohio Village in Columbus, Ohio, are used as example museums. To illustrate the instructional activities, the authors selected the concepts of work, leisure, change, progress, and industrialization. The first lesson helps students develop and define the concepts of work and leisure. In lesson two, students evaluate various personal activities with respect to their stated definitions and generate hypotheses concerning the factors which help categorize different behaviors as either work or leisure. The third lesson takes place at the field trip site. At the museum, the students are asked to evaluate various 19th century activities, portrayed in the Currier and Ives prints, as work or leisure. Back in the classroom, the investigation could take a number of directions. For example, the students could use their evaluations of the museum prints to guide their study of early 19th century American social and economic life. The fourth lesson involves another trip to the museum. Students are asked to pick any ten items they would like to have as their own from the displays in the museum. Back in class, they must describe the item, state a reason for their choice, place the items they have chosen in a historical context, state if each item still exists as is, or exists in a changed form, and what may have caused the change. (Author/RM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01