Transforming Sixth-Grade Social Studies from "Just the Facts" to Historical Inquiry: A Case Study of Teacher Learning

Autor/inn/en	Goldman, Susan R.; Popp, Jacquelynn S.
Titel	Transforming Sixth-Grade Social Studies from "Just the Facts" to Historical Inquiry: A Case Study of Teacher Learning
Quelle	In: History Teacher, 56 (2022) 1, S.41-75 (36 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0018-2745
Schlagwörter	Middle School Teachers; Grade 6; Social Studies; Educational Change; Active Learning; Inquiry; Change Strategies; Teacher Researchers; Educational Researchers; Teacher Collaboration; History Instruction; Curriculum Implementation; Instructional Design; Teaching Skills; Teacher Improvement; Educational Practices + Suchen Sie Ihr Suchwort? Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende; School year 06; 6. Schuljahr; Schuljahr 06; Gemeinschaftskunde; Bildungsreform; Aktives Lernen; Lösungsstrategie; Lehrerforschung; Erziehungswissenschaftler; Erziehungswissenschaftlerin; Lehrerkooperation; History lessons; Geschichtsunterricht; Lesson concept; Lessonplan; Unterrichtsentwurf; Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Bildungspraxis
Abstract	Intervention research indicates that historical inquiry curricula call for different tasks, materials, and methods of teaching compared to those focused solely on content. Inquiry curricula require teachers to shift from the methods, materials, and assessments to which they are accustomed. As a result, despite intervention research efforts that have been successful in engaging adolescents in reading and thinking like historians, teachers' uptake of these interventions remains very limited. One of the obstacles to greater uptake is that for many of the topics and periods of history, teachers must design and develop materials and tasks that would enable them to implement inquiry-oriented instruction. It is not surprising that teachers find this to be an overwhelming set of demands. Thus, even when teachers espouse beliefs about the value of inquiry instruction, it is infrequently implemented in their classrooms, especially when change is expected all at once and overnight. Such expectations are simply unrealistic, with most scholars estimating months to years for meaningful and lasting change in instructional practices. This paper reports a case study of a middle school teacher's gradual change process as she partnered with researchers to iteratively design and implement her history instruction. This collaboration created a transition from a focus on teaching names, dates, and events to instruction that supported her middle school students' engagement in historical inquiry. This case illustrates the evolutionary transition of the instructional practices and learning processes of this middle school teacher. As such, it can serve an educative function for other educators who may wish to adapt the process as they design and implement inquiry-based social studies curricula in their own classroom contexts. (ERIC).
Anmerkungen	Society for History Education. California State University, Long Beach, 1250 Bellflower Boulevard, Long Beach, CA 90840-1601. Tel: 562-985-2573; Fax: 562-985-5431; Web site: http://www.societyforhistoryeducation.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01