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Inquiry-based education in History
Inquiry-based education in History
Inquiry based learning
Inquiry based learning
In an article titled "Student Learning in the Middle School Social Studies Classroom: The Role of Differing Teacher Preparation" by Hilary G Conklin, Conklin connects the relationship between teachers' preparation and their students' learning opportunities. Conklin concludes there needs to be a connection to what the students are learning in social studies to current context. Conklin found that teachers who posed questions to the students and had them explore and elaborate had better engagement in the subject matter. This is a great way to keep students interests in the subject matter and apply what they are learning to current world issues.
Conklin, Hilary G. “Student Learning in the Middle School Social Studies Classroom: The Role of Differing Teacher Preparation.” The Elementary School Journal, vol. 114, no. 4, 2014, pp. 455–78. JSTOR, https://doi.org/10.1086/675634. Accessed 4 Dec. 2023.
Inquiry based learning
Inquiry based learning
In an article titled "Teaching of Social Studies in the Junior High School" by T. Earl Sullenger, Sullenger compared different learning techniques and found that students picking what best work for them. Instead of the basic lecture class students Sullenger suggested a less speedy subject matter class and more going through the motions of educational activity. A flexible enough schedule that focuses student lead discussion of the content. Also, constructive criticism of the context that these students are learning in History. Questioning the content can help students explore and re-evaluate what they are learning that can lead to more engagement.
Sullenger, T. Earl. “Teaching of Social Studies in the Junior High School.” The Journal of Educational Sociology, vol. 22, no. 6, 1949, pp. 416–21. JSTOR, https://doi.org/10.2307/2263467. Accessed 4 Dec. 2023.
Applied Inquiry based learning
Applied Inquiry based learning
In this video inquiry-based learning is applied in an English class. The teacher provides vague questions to the students, and they have to work together and provide answers. In some of these groups' students were able to produce answers and other questions that go beyond the initial question. This could be great applied in a history class because students would be able to produce answer and ask questions that apply to current events.
Resistance
Resistance
In an article titled "Inquiry-Based Learning in Higher Education: Administrators' Perspectives on Integrating Inquiry Pedagogy into the Curriculum" by Christopher Justice, James Rice, Dale Roy, Bob Hudspith, and Herb Jenkins. In article centers around applied inquiry-based learning in college. Administrators thought of this as another "teaching fab" that will pass and the idea of introducing a new curriculum was redundant and wasteful. Although inquiry-based learning steers away for content learning it is still beneficial for students. The push back that this program received shows the updates that are need in education. Cleary education is a difficult system that does not work for some students. Introducing a new technique can help an environment that can help more students.
Justice, Christopher, et al. “Inquiry-Based Learning in Higher Education: Administrators’ Perspectives on Integrating Inquiry Pedagogy into the Curriculum.” Higher Education, vol. 58, no. 6, 2009, pp. 841–55. JSTOR, http://www.jstor.org/stable/25622157. Accessed 4 Dec. 2023.
Questioning the cannon
Questioning the cannon
In this video a white Wisconsin teacher explains that in order for white students to grasp other cultures beyond their own, you must teach material made by non-whites. This an example of when inquiry-based learning can be applied. Teachers have been focused on content-based learning that requires students to listen to lecture-based classes and answer questions. The information given in the lectures are not questioned and are just presented as the facts, none of the information is questioned. This than creates a cycle that enables one point of view on history. Inquiry-based learning students would be able to create questions on their own and research sources that provide a more well-rounded standpoint.
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