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ERIC Number: ED551514
Record Type: Non-Journal
Publication Date: 2012
Pages: 131
Abstractor: As Provided
ISBN: 978-1-2677-9434-5
Inquiry-Based Instruction in the Social Studies: Successes and Challenges
Beshears, Crystal M.
ProQuest LLC, Ph.D. Dissertation, University of Arkansas
The purpose of this study was to investigate teachers' perceptions, understanding, and use of inquiry-based instruction in the social studies, to assess the impact of inquiry-based units on instruction, to detail implementation successes and challenges reported by teachers when implementing inquiry-based instruction, and to provide recommendations for future efforts. Teachers' perceptions of teaching and learning, particularly their beliefs about inquiry-based instruction, changed during the study. Throughout the study, teachers' perceptions and beliefs about teaching social studies had an impact on how they planned, implemented and reflected on inquiry-based instruction. Many of the teachers changed their perceptions and began regularly teaching with an inquiry-based focus, and some changed from a belief system that focused on a teacher-centered model to a more student-centered focus. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A