Inquiry-Based Practice in Social Studies Education
Understanding the Inquiry Design Model
Nonfiction, Reference & Language, Education & Teaching
| Author: | S.G. Grant, Kathy Swan, John Lee | ISBN: | 9781351692229 |
| Publisher: | Taylor and Francis | Publication: | June 26, 2017 |
| Imprint: | Routledge | Language: | English |
| Author: | S.G. Grant, Kathy Swan, John Lee |
| ISBN: | 9781351692229 |
| Publisher: | Taylor and Francis |
| Publication: | June 26, 2017 |
| Imprint: | Routledge |
| Language: | English |
Written by the lead authors of the C3 Framework, *Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model *presents a conceptual base for shaping the classroom experience through inquiry-based teaching and learning. Using their Inquiry Design Model (IDM), the authors present a field-tested approach for ambitious social studies teaching. They do so by providing a detailed account of inquiry’s scholarly roots, as well as the rationale for viewing questions, tasks, and sources as inquiry’s foundational elements. Based on work done with classroom teachers, university faculty, and state education department personnel, this book encourages readers to transform classrooms into places where inquiry thrives as everyday practice.
Both pre-service and in-service teachers are sure to learn strategies for developing the reinforcing elements of IDM, from planning inquiries to communicating conclusions and taking informed action. The curricular and pedagogical examples included make this practical book essential reading for researchers, students of pre-service and in-service methods courses, and professional development programs.
Written by the lead authors of the C3 Framework, *Inquiry-Based Practice in Social Studies Education: Understanding the Inquiry Design Model *presents a conceptual base for shaping the classroom experience through inquiry-based teaching and learning. Using their Inquiry Design Model (IDM), the authors present a field-tested approach for ambitious social studies teaching. They do so by providing a detailed account of inquiry’s scholarly roots, as well as the rationale for viewing questions, tasks, and sources as inquiry’s foundational elements. Based on work done with classroom teachers, university faculty, and state education department personnel, this book encourages readers to transform classrooms into places where inquiry thrives as everyday practice.
Both pre-service and in-service teachers are sure to learn strategies for developing the reinforcing elements of IDM, from planning inquiries to communicating conclusions and taking informed action. The curricular and pedagogical examples included make this practical book essential reading for researchers, students of pre-service and in-service methods courses, and professional development programs.
