Questions, Tasks, Sources: Focusing on the Essence of Inquiry

Autor/inn/en	Swan, Kathy; Lee, John; Grant, S.G.
Titel	Questions, Tasks, Sources: Focusing on the Essence of Inquiry
Quelle	In: Social Education, 82 (2018) 3, S.133-137 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0037-7724
Schlagwörter	Inquiry; Teaching Methods; Social Studies; Curriculum; College Readiness; Career Readiness; Design + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Gemeinschaftskunde; Curricula; Lehrplan; Rahmenplan
Abstract	The number one question educators ask about inquiry is how many time a year should it be done. One of the inescapable challenges to inquiry is its lack of efficiency in "covering" content. Inquiry necessarily takes longer than direct instruction and this can be problematic for teachers struggling to find time to cover the breadth of content outlined in most social studies courses. As a result, the authors say that they often suggested teachers begin with two to four inquiries a year, believing that a couple of meaningful inquiry experiences a year is better than none. The C3 Framework emphasizes the acquisition and application of knowledge to prepare students for college, career, and civic life. Impressed by C3 teachers who have embraced and tinkered with the Inquiry Design Model (IDM) blueprint, the authors write that they are now rethinking that response. This article outlines how Innovative IDM practitioners have reached out to to demonstrate ways to weave inquiry into the fabric of their courses as part of their daily instruction. (ERIC).
Anmerkungen	National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800; Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01