Document Type
Article
Abstract
This article provides a supportive way to address the marginalization of social studies by teaching inquiry through the use of a template. Inquiry based learning encourages students to make real-world connections by engaging in problem solving and exploration through research. It fosters higher level skills like critical thinking, evaluation, and synthesis of knowledge through experiential learning (Bell, Urhahne, Schanze and Ploetzner 2009). Using inquiry to investigate social studies topics encourages the use of sources from diverse perspectives to understand the complete picture of the event being researched. Teaching social studies through inquiry is a daunting task due to multiple obstacles such as the marginalization of social studies in contrast to the dominance of math and literacy instruction, a lack of reserved time to teach social studies, and lack of teacher content knowledge and confidence. Using a guiding template to support inquiry skill development encourages critical thinking.
Recommended Citation
O'Donnell, Barbara D. and Schwent, Abigail C.
(2025)
"Teaching Inquiry: A Guiding Template Fosters Critical Thinking,"
The Councilor: A National Journal of the Social Studies: Vol. 88:
No.
2, Article 3.
Available at:
https://thekeep.eiu.edu/the_councilor/vol88/iss2/3
AI Statement
AI was not used for this article.
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