BibTex RIS Kaynak Göster

Hidden in Plain Sight: Pre-Service Teachers’ Orientations Toward Inquiry-Based Learning in History

Yıl 2013, Cilt: 4 Sayı: 2, 1 - 26, 30.11.2013

Öz

In order to implement models of reform-based history education in the classroom there is a fundamental need to address preservice and practicing teachers’ understanding of learning and teaching history, mindful of the role inquiry must play in the process. The project described in this paper employed a comparative case design to explore how prospective social studies educators perceived inquiry-based instruction and the extent to which it aligned with relevant history education for middle and secondary students. Results suggest that the process undertaken by the intervention group may have more of an implicit impact on shaping how preservice teachers understand inquiry. Yet these preservice teachers included more inquiry-based activities in lesson plan products analyzed as part of this project. After the implementation of both means of learning about historical inquiry, many remained conflicted about what the ideal model of inquiry represents for student learning and at what ability level students are capable of engaging in inquiry in social studies.

Kaynakça

  • Abrams, E., Southerland, S., & Silva, P. (Eds.). (2008). Inquiry in the classroom. Charlotte, NC: Information Age Publishing.
  • Adler, S. (2008). The education of social studies teachers. In (L.S. Levstik & C.A. Tyson). Handbook of research on social studies education (pp. 329-351). New York: Routledge.
  • Bain, R. (2005). They thought the world was flat: applying the principles of how people learn in teaching high school history. In M.S. Donovan and J.D. Bransford (Eds.), How students learn history, mathematics and science in the classroom (pp. 177198). Washington, D.C.: National Academies Press.
  • Barton, K. C. (2011). History: From learning narratives to thinking historically. In W. B. Russell (Ed.), Contemporary social studies: An essential reader. Charlotte, NC: Information Age Publishing.
  • Barton, K.C., Levstik, L. S. (2001). Doing history: Investigating with children in elementary and middle schools. Mahwah, NJ: Lawrence Erlbaum.
  • Bell, B., Gaventa, J., & Peters, J. (Eds.). (1990). We make the road by walking: Conversations on education and social change: Myles Horton and Paulo Freire. Philadelphia, PA: Temple University Press.
  • Bransford, J. D., Brown, A.L., & Cocking, R.R., (Eds). (1999). How people learn. National Research Council, Washington, DC: National Academy Press.
  • Bruner, J. S. (1961). The act of discovery. In J. Bruner (Ed.), In Search of Pedagogy: The Selected Works of Jerome S. Bruner, (pp. 57-66). New York: Taylor & Francis. Excerpts retrieved from Google Books.
  • Ching Yang, S. (2009). A case study of technology-enhanced historical inquiry. Innovations in Education and Teaching International, 46(2), 237–248. doi:1080/14703290902844040
  • Common Core State Standards Initiative (2012). Retrieved September 25, 2012, from http://www.corestandards.org/in-the-states
  • Council of Chief State School Officers (2012). Vision for the college, career, and civic life (C3) framework for inquiry in social studies state standards. Retrieved from http://www.ccsso.org/resources/publications
  • Conklin, H. G. (2010). Preparing for the educational black hole? Teachers’ learning in two pathways into middle school social studies teaching. Theory & Research in Social Education, 38(1), 48–79.
  • Creswell, J.W. (2008). Educational research: planning, conducting and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle Rive, NJ: Pearson
  • Crofutt, G.A. (1872). American Progress. [After 1872 painting of the same title by John Gast]. Retrieved from http://www.loc.gov/pictures/item/97507547/
  • Dewey, J. (1910). How we think. Boston  : D.C. Heath & Co. Retrieved from http://archive.org/details/howwethink00deweiala
  • Dey, I. (1993). Qualitative data analysis: A user-friendly guide for social scientists. New York, NY.
  • Doolittle, P., Hicks, D., & Ewing, T. (2004). Historical inquiry: understanding the past. Historical inquiry: Scaffolding wise practices in the history classroom. Retrieved January 26, 2013, from http://www.historicalinquiry.com/inquiry/index.cfm
  • Drake, F.D. & Nelson, L. R. (2005). Engagement in teaching history: Theory and practices for middle and secondary teachers. Upper Saddle River, NJ: Pearson.
  • Driscoll, M.P (2005). Psychology of learning for instruction. (3rd ed.). Boston, MA: Pearson.
  • Edsel, D.C., Gordin, D.N., & Pea, R.D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3+4), 391-450.
  • Evans, R.W. (2011). The hope for American school reform: Cold War pursuit of inquiry learning in social studies. New York: Palgrave.
  • Farley, L. (2009). Radical hope: Or, the problem of uncertainty in history education. Curriculum Inquiry, 39(4), 537-554.
  • Fenton, E. (1991). Reflections on the ‘new social studies.’ Social Studies, 82(3), 84-90.
  • Foster, S. J. & Padgett, C. (1999). Authentic historical inquiry in the social studies classroom. Clearing House, 72(6), 357-65.
  • Fragnoli, K. (2005) Historical inquiry in a methods classroom: Examining our beliefs and shedding our old ways. The Social Studies, 96(6), 247-25. doi: 3200/TSSS.96.6.24-252
  • Geier, R., Blumenfeld, P. C., Marx, R.W., Krajcik, J.S., Fishman, B., Soloway, E., & ClayChambers, J. (2008). Standardized test outcomes for students engaged in inquirybased science curricula in the context of urban reform. Journal of Research in Science Teaching, 45(8), 922-939.
  • Greene, M. (1978). Landscapes of learning. New York: Teachers College Press.
  • Gregoire-Gill, M., Ashton, P. T., & Algina, J. (2004). Changing preservice teachers’ epistemological beliefs about teaching and learning in mathematics: An intervention study. Contemporary Educational Psychology, 29(2), 164–185. doi:1016/j.cedpsych.2004.01.003
  • Guccione, L. M. (2011). In a world of mandates, making space for inquiry. The Reading Teacher, 64(7), 515–519. doi:10.2307/41203442
  • Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
  • Hernández-Ramos, P., & De La Paz, S. (2009). Learning history in middle school by designing multimedia in a project-based learning experience. Journal of Research on Technology in Education, 42(2), 151–173.
  • Holt-Reynolds, D. (1992). Personal history-based beliefs as relevant prior knowledge in course work. American Educational Research Journal, 29(2), 325–349. doi:3102/00028312029002325
  • Husbands, C. (1996). What is history teaching? Bristol, PA: Open University Press.
  • Kang, E. J. S., Bianchini, J. A., & Kelly, G. J. (2013). Crossing the border from science student to science teacher: Preservice teachers’ views and experiences learning to teach inquiry. Journal of Science Teacher Education, 24(3), 427–447. doi:1007/s10972-012-9317-9
  • Kennedy, M.M. (1997). Defining an ideal teacher education program. Paper for the National Council for Accreditation of Teacher Education. Retrieved from: https://www.msu.edu/~mkennedy/publications/Kennedy%20to%20NCATE.pdf
  • Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychology, 41(2), 75-86.
  • Kuhn, D., Black, J., Keselman, A., & Kaplan, D. (2000). The development of cognitive skills to support inquiry learning. Cognition and Instruction, 18(4), 495–523. doi:1207/S1532690XCI1804_3
  • Lee, P., & Ashby, R. (2000). Progression in historical understanding among students ages 7- In P. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 199–222). New York: New York University Press.
  • Lesh, R. & Doerr, H. (2003). Beyond constructivism: Models and modeling perspectives. Mahwah, NY: Lawrence Erlbaum Associates.
  • Levine, A. (2006). Educating school teachers. Washington, DC: Education Schools Project.
  • Maxwell, J. A. (2005). Qualitative research design  : an interactive approach . Thousand Oaks, Calif.: Sage Publications.
  • Mitra, S., & Negroponte, N. (2012). Beyond the hole in the wall: Discover the power of self-organized learning. New York: TED Books.
  • National Center for History in Schools (1996). History standards. Retrieved March 15, 2013 from http://www.nchs.ucla.edu/standards
  • National Council for the Social Studies (2013). College, career & civic life: C3 framework for social studies state standards. Silver Spring, MD: National Council for the Social Studies: National Research Council. (2000). How people learn: Brain, mind, experience and school. National Committee on Developments in the Science of Learning. J.D. Bransford, A.AL. Brown & R.R. Cockling (Eds.). Washington, DC: National Academy Press.
  • Neill, A.S. (1995). Summerhill school: A new view of childhood. Edited by Albert Lamb. London: St. Martins Press.
  • Palmer, P. J. (1980). The courage to teach. Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.
  • Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd. ed.). Thousand Oaks, CA: Sage.
  • Pintrich, P.R., Marx, R.W. , & Boyle, R.A. (1993). Beyond conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
  • Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. doi:10.1002/sce.3730660207
  • Robinson, K. (2011). Out of our minds: Learning to be creative. London: Capstone.
  • Rogers, V.R. (1968). The social studies revolution begins in Britain. Phi Delta Kappa International, 50(3), 162-165.
  • Rone, T.R. (2008). “Culture from the Outside in and the Inside out: Experiential Education and the Continuum of Theory, Practice, and Policy.” College Teaching, 56(4), 2372 Singer, A.J. (2010). Social studies for secondary schools: Teaching to learn, learning to teach (3 rd ed.). New York: Routledge.
  • Salisbury-Glennon, J. D., & J. Stevens, R. (1999). Addressing preservice teachers’ conceptions of motivation. Teaching and Teacher Education, 15(7), 741–752. doi:1016/S0742-051X(99)00023-2
  • Stearns, P.N. (1998). Why study history? American Historical Association. Retrieved from: http://www.historians.org/pubs/free/WhyStudyHistory.htm
  • VanSledright, B. (2009). Narratives of nation-state, historical knowledge and school history education. Review of Research in Education, 32, 109-146.
  • VanSledright, B. (2000, August). Can ten-year-olds learn to investigate history as historians do? Bruce A. VanSledright. OAH Outlook. Retrieved from http://www.oah.org/pubs/nl/2000aug/vansledright.html
  • Vygotsky, L.S. (1962). Thought and language. Cambridge, MA: MIT Press.
  • Williamson McDiarmid, G., & Clevenger-Bright, M. (2008). Rethinking teacher capacity. In (M. Cochran-Smith, S. Feiman-Nemser, & D.J. McIntyre, (Eds.). Handbook on teacher education: Enduring questions in changing contexts (3rd ed.), 134-156.
  • Windschitl, M. & Thompson, J. (2006). Transcending simple forms of school science investigations: Can pre-service instruction foster teachers’ understanding of modelbased inquiry? American Educational Research Journal, 43, 783-835.
  • Wineburg, S., Martin, D., & Monte-Sano, C. (2011). Reading like a historian: Teaching literacy in middle and high school classrooms. New York: Teachers College Press. Wineburg, S. S. (2001). Historical thinking and other unnatural acts  : Charting the future of teaching the Past. Philadelphia: Temple University Press.
  • Yeager, E. A., & Wilson, E. K. (1997). Teaching historical thinking in the social studies methods course: A case study. Social Studies, 88(3), 121.
Yıl 2013, Cilt: 4 Sayı: 2, 1 - 26, 30.11.2013

Öz

Kaynakça

  • Abrams, E., Southerland, S., & Silva, P. (Eds.). (2008). Inquiry in the classroom. Charlotte, NC: Information Age Publishing.
  • Adler, S. (2008). The education of social studies teachers. In (L.S. Levstik & C.A. Tyson). Handbook of research on social studies education (pp. 329-351). New York: Routledge.
  • Bain, R. (2005). They thought the world was flat: applying the principles of how people learn in teaching high school history. In M.S. Donovan and J.D. Bransford (Eds.), How students learn history, mathematics and science in the classroom (pp. 177198). Washington, D.C.: National Academies Press.
  • Barton, K. C. (2011). History: From learning narratives to thinking historically. In W. B. Russell (Ed.), Contemporary social studies: An essential reader. Charlotte, NC: Information Age Publishing.
  • Barton, K.C., Levstik, L. S. (2001). Doing history: Investigating with children in elementary and middle schools. Mahwah, NJ: Lawrence Erlbaum.
  • Bell, B., Gaventa, J., & Peters, J. (Eds.). (1990). We make the road by walking: Conversations on education and social change: Myles Horton and Paulo Freire. Philadelphia, PA: Temple University Press.
  • Bransford, J. D., Brown, A.L., & Cocking, R.R., (Eds). (1999). How people learn. National Research Council, Washington, DC: National Academy Press.
  • Bruner, J. S. (1961). The act of discovery. In J. Bruner (Ed.), In Search of Pedagogy: The Selected Works of Jerome S. Bruner, (pp. 57-66). New York: Taylor & Francis. Excerpts retrieved from Google Books.
  • Ching Yang, S. (2009). A case study of technology-enhanced historical inquiry. Innovations in Education and Teaching International, 46(2), 237–248. doi:1080/14703290902844040
  • Common Core State Standards Initiative (2012). Retrieved September 25, 2012, from http://www.corestandards.org/in-the-states
  • Council of Chief State School Officers (2012). Vision for the college, career, and civic life (C3) framework for inquiry in social studies state standards. Retrieved from http://www.ccsso.org/resources/publications
  • Conklin, H. G. (2010). Preparing for the educational black hole? Teachers’ learning in two pathways into middle school social studies teaching. Theory & Research in Social Education, 38(1), 48–79.
  • Creswell, J.W. (2008). Educational research: planning, conducting and evaluating quantitative and qualitative research (3rd ed.). Upper Saddle Rive, NJ: Pearson
  • Crofutt, G.A. (1872). American Progress. [After 1872 painting of the same title by John Gast]. Retrieved from http://www.loc.gov/pictures/item/97507547/
  • Dewey, J. (1910). How we think. Boston  : D.C. Heath & Co. Retrieved from http://archive.org/details/howwethink00deweiala
  • Dey, I. (1993). Qualitative data analysis: A user-friendly guide for social scientists. New York, NY.
  • Doolittle, P., Hicks, D., & Ewing, T. (2004). Historical inquiry: understanding the past. Historical inquiry: Scaffolding wise practices in the history classroom. Retrieved January 26, 2013, from http://www.historicalinquiry.com/inquiry/index.cfm
  • Drake, F.D. & Nelson, L. R. (2005). Engagement in teaching history: Theory and practices for middle and secondary teachers. Upper Saddle River, NJ: Pearson.
  • Driscoll, M.P (2005). Psychology of learning for instruction. (3rd ed.). Boston, MA: Pearson.
  • Edsel, D.C., Gordin, D.N., & Pea, R.D. (1999). Addressing the challenges of inquiry-based learning through technology and curriculum design. Journal of the Learning Sciences, 8(3+4), 391-450.
  • Evans, R.W. (2011). The hope for American school reform: Cold War pursuit of inquiry learning in social studies. New York: Palgrave.
  • Farley, L. (2009). Radical hope: Or, the problem of uncertainty in history education. Curriculum Inquiry, 39(4), 537-554.
  • Fenton, E. (1991). Reflections on the ‘new social studies.’ Social Studies, 82(3), 84-90.
  • Foster, S. J. & Padgett, C. (1999). Authentic historical inquiry in the social studies classroom. Clearing House, 72(6), 357-65.
  • Fragnoli, K. (2005) Historical inquiry in a methods classroom: Examining our beliefs and shedding our old ways. The Social Studies, 96(6), 247-25. doi: 3200/TSSS.96.6.24-252
  • Geier, R., Blumenfeld, P. C., Marx, R.W., Krajcik, J.S., Fishman, B., Soloway, E., & ClayChambers, J. (2008). Standardized test outcomes for students engaged in inquirybased science curricula in the context of urban reform. Journal of Research in Science Teaching, 45(8), 922-939.
  • Greene, M. (1978). Landscapes of learning. New York: Teachers College Press.
  • Gregoire-Gill, M., Ashton, P. T., & Algina, J. (2004). Changing preservice teachers’ epistemological beliefs about teaching and learning in mathematics: An intervention study. Contemporary Educational Psychology, 29(2), 164–185. doi:1016/j.cedpsych.2004.01.003
  • Guccione, L. M. (2011). In a world of mandates, making space for inquiry. The Reading Teacher, 64(7), 515–519. doi:10.2307/41203442
  • Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New York: Routledge.
  • Hernández-Ramos, P., & De La Paz, S. (2009). Learning history in middle school by designing multimedia in a project-based learning experience. Journal of Research on Technology in Education, 42(2), 151–173.
  • Holt-Reynolds, D. (1992). Personal history-based beliefs as relevant prior knowledge in course work. American Educational Research Journal, 29(2), 325–349. doi:3102/00028312029002325
  • Husbands, C. (1996). What is history teaching? Bristol, PA: Open University Press.
  • Kang, E. J. S., Bianchini, J. A., & Kelly, G. J. (2013). Crossing the border from science student to science teacher: Preservice teachers’ views and experiences learning to teach inquiry. Journal of Science Teacher Education, 24(3), 427–447. doi:1007/s10972-012-9317-9
  • Kennedy, M.M. (1997). Defining an ideal teacher education program. Paper for the National Council for Accreditation of Teacher Education. Retrieved from: https://www.msu.edu/~mkennedy/publications/Kennedy%20to%20NCATE.pdf
  • Kirschner, P.A., Sweller, J., & Clark, R.E. (2006). Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, experiential and inquiry-based teaching. Educational Psychology, 41(2), 75-86.
  • Kuhn, D., Black, J., Keselman, A., & Kaplan, D. (2000). The development of cognitive skills to support inquiry learning. Cognition and Instruction, 18(4), 495–523. doi:1207/S1532690XCI1804_3
  • Lee, P., & Ashby, R. (2000). Progression in historical understanding among students ages 7- In P. Stearns, P. Seixas, & S. Wineburg (Eds.), Knowing, teaching, and learning history: National and international perspectives (pp. 199–222). New York: New York University Press.
  • Lesh, R. & Doerr, H. (2003). Beyond constructivism: Models and modeling perspectives. Mahwah, NY: Lawrence Erlbaum Associates.
  • Levine, A. (2006). Educating school teachers. Washington, DC: Education Schools Project.
  • Maxwell, J. A. (2005). Qualitative research design  : an interactive approach . Thousand Oaks, Calif.: Sage Publications.
  • Mitra, S., & Negroponte, N. (2012). Beyond the hole in the wall: Discover the power of self-organized learning. New York: TED Books.
  • National Center for History in Schools (1996). History standards. Retrieved March 15, 2013 from http://www.nchs.ucla.edu/standards
  • National Council for the Social Studies (2013). College, career & civic life: C3 framework for social studies state standards. Silver Spring, MD: National Council for the Social Studies: National Research Council. (2000). How people learn: Brain, mind, experience and school. National Committee on Developments in the Science of Learning. J.D. Bransford, A.AL. Brown & R.R. Cockling (Eds.). Washington, DC: National Academy Press.
  • Neill, A.S. (1995). Summerhill school: A new view of childhood. Edited by Albert Lamb. London: St. Martins Press.
  • Palmer, P. J. (1980). The courage to teach. Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.
  • Patton, M.Q. (2002). Qualitative research and evaluation methods (3rd. ed.). Thousand Oaks, CA: Sage.
  • Pintrich, P.R., Marx, R.W. , & Boyle, R.A. (1993). Beyond conceptual change: The role of motivational beliefs and classroom contextual factors in the process of conceptual change. Review of Educational Research, 63, 167-199.
  • Posner, G. J., Strike, K. A., Hewson, P. W., & Gertzog, W. A. (1982). Accommodation of a scientific conception: Toward a theory of conceptual change. Science Education, 66(2), 211–227. doi:10.1002/sce.3730660207
  • Robinson, K. (2011). Out of our minds: Learning to be creative. London: Capstone.
  • Rogers, V.R. (1968). The social studies revolution begins in Britain. Phi Delta Kappa International, 50(3), 162-165.
  • Rone, T.R. (2008). “Culture from the Outside in and the Inside out: Experiential Education and the Continuum of Theory, Practice, and Policy.” College Teaching, 56(4), 2372 Singer, A.J. (2010). Social studies for secondary schools: Teaching to learn, learning to teach (3 rd ed.). New York: Routledge.
  • Salisbury-Glennon, J. D., & J. Stevens, R. (1999). Addressing preservice teachers’ conceptions of motivation. Teaching and Teacher Education, 15(7), 741–752. doi:1016/S0742-051X(99)00023-2
  • Stearns, P.N. (1998). Why study history? American Historical Association. Retrieved from: http://www.historians.org/pubs/free/WhyStudyHistory.htm
  • VanSledright, B. (2009). Narratives of nation-state, historical knowledge and school history education. Review of Research in Education, 32, 109-146.
  • VanSledright, B. (2000, August). Can ten-year-olds learn to investigate history as historians do? Bruce A. VanSledright. OAH Outlook. Retrieved from http://www.oah.org/pubs/nl/2000aug/vansledright.html
  • Vygotsky, L.S. (1962). Thought and language. Cambridge, MA: MIT Press.
  • Williamson McDiarmid, G., & Clevenger-Bright, M. (2008). Rethinking teacher capacity. In (M. Cochran-Smith, S. Feiman-Nemser, & D.J. McIntyre, (Eds.). Handbook on teacher education: Enduring questions in changing contexts (3rd ed.), 134-156.
  • Windschitl, M. & Thompson, J. (2006). Transcending simple forms of school science investigations: Can pre-service instruction foster teachers’ understanding of modelbased inquiry? American Educational Research Journal, 43, 783-835.
  • Wineburg, S., Martin, D., & Monte-Sano, C. (2011). Reading like a historian: Teaching literacy in middle and high school classrooms. New York: Teachers College Press. Wineburg, S. S. (2001). Historical thinking and other unnatural acts  : Charting the future of teaching the Past. Philadelphia: Temple University Press.
  • Yeager, E. A., & Wilson, E. K. (1997). Teaching historical thinking in the social studies methods course: A case study. Social Studies, 88(3), 121.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Curriculum & Instruction
Yazarlar

Anthony M. Pellegrino Bu kişi benim

Jessica Kilday Bu kişi benim

Yayımlanma Tarihi 30 Kasım 2013
Yayımlandığı Sayı Yıl 2013 Cilt: 4 Sayı: 2

Kaynak Göster

APA Pellegrino, A. M., & Kilday, J. (2013). Hidden in Plain Sight: Pre-Service Teachers’ Orientations Toward Inquiry-Based Learning in History. Journal of Social Studies Education Research, 4(2), 1-26. https://doi.org/10.17499/jsser.03643