Inquiry-Based Learning in Teacher Education: A Primary Humanities Example

Autor/inn/en	Preston, Lou; Harvie, Kate; Wallace, Heather
Titel	Inquiry-Based Learning in Teacher Education: A Primary Humanities Example
Quelle	In: Australian Journal of Teacher Education, 40 (2015) 12, Artikel 6 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Humanities; Preservice Teacher Education; Inquiry; Models; Foreign Countries; Place Based Education; Elementary School Teachers; Teaching Methods; Student Surveys; Simulation; Australia + Suchen Sie Ihr Suchwort? Geisteswissenschaften; Humanwissenschaften; Lehramtsstudiengang; Lehrerausbildung; Analogiemodell; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerbefragung; Simulation program; Simulationsprogramm; Australien
Abstract	Inquiry-based learning features strongly in the new Australian Humanities and Social Sciences curriculum and increasingly in primary school practice. Yet, there is little research into, and few exemplars of, inquiry approaches in the primary humanities context. In this article, we outline and explain the implementation of a place-based simulation as a vehicle for inquiry in a humanities subject in a teacher education course. Preliminary findings of surveys of pre-service teachers conducted pre and post the implementation of the inquiry model suggest increased engagement and enhanced learning outcomes. Further analysis is required in order to determine the depth of pre-service teachers' understanding of inquiry approaches. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01