Authentic Inquiry Pedagogy Implemented in Middle School Social Studies: Student and Teacher Perspectives
Year: 2012
Type: dissertation
Abstract: This participatory action research study addressed questions of pedagogical strategies, motivation, assessment, and student choice surrounding an inquiry approach to teaching and learning in a 7th grade social studies classroom. Teacher and student data were collected over a 6-week inquiry project stemming from and directed by student choice. Data collected consisted of an anonymous questionnaire and survey, teacher journal, student self-assessment, and student exit slip. This was a mixed-methods investigation, heavily reliant upon qualitative analysis, and using "constant comparison" (Krathwohl) strategies data analysis began immediately. Data collected from students and teacher suggest a strong desire for inquiry and choice supportive environments.
Author: Corey Alan Bartle
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
Funder: University of Washington
OpenAlex ID: W2472890359