NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ852886
Record Type: Journal
Publication Date: 2009
Pages: 4
Abstractor: ERIC
Reference Count: N/A
ISBN: N/A
ISSN: ISSN-1056-0300
Emerging Inquiry: Using Nonfiction to Guide Student Research
Phillips, Heather
Social Studies and the Young Learner, v22 n1 p23-26 Sep-Oct 2009
In an inquiry-based classroom, student interest is at the heart of curriculum planning, instruction, and assessment. Students are responsible for asking questions, using sources effectively to discover answers, and deciding what format would best present their findings. Aside from creating a sense of ownership, inquiry in the classroom engages students with important ideas, creates opportunities to integrate literacy into content areas, promotes critical thinking skills, helps students actively construct new knowledge, and allows for more in depth coverage of content area material. With these guidelines in mind, the author began planning the unit on Native Americans of South Carolina that would place students' questions at the center of instruction. In this article, the author gives a detailed account of her steadfast efforts to inspire young students to "take an active role in their own learning." (Contains 4 notes.)
National Council for the Social Studies. 8555 Sixteenth Street #500, Silver Spring, MD 20910. Tel: 800-683-0812; Tel: 301-588-1800: Fax: 301-588-2049; e-mail: membership@ncss.org; Web site: http://www.socialstudies.org
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education; Grade 3
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina