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ERIC Number: ED079170
Record Type: Non-Journal
Publication Date: 1972-Nov
Pages: 15
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
Measuring the "Unmeasurable": An Inquiry Model and Test for the Social Studies.
Van Scotter, Richard D.; Haas, John D.
New social studies materials are based on inquiry modes of learning and teaching; however, little is known as to what students actually learn from an inquiry model (except for cognitive knowledge). An inquiry model and test to measure the "unmeasurable" in the social studies--namely, a student's ability to use the scientific process, attitudes toward knowledge, and willingness to analyze personal and social values--are presented in this paper. Inquiry as a method of learning includes four types of thinking: 1) social sciencing; 2) critical; 3) intuitive; and 4) creative. In addition, inquiry learning hinges on the attitudinal factor of the student's degree of open- or closed-mindedness. As a teaching paradigm, an inquiry approach can play on the internal or external motivation of the learner. The genuine inquiry approach (open-beginning and open-ended) enhances internal motivation. Inquiry in this model is composed of three higher order factors: 1) source of motivation, 2) type of thinking, and 3) mind set--a degree of open mindedness. A continuum for reflective inquiry extends from cognition to affect, emphasizing its holistic or organismic nature. This model served as the basis for devising an instrument which measured the four types of inquiry thinking. Determination of external and internal motivation, however, still remains "unmeasurable." (Author/SJM)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A