Journal article
Learning to ask their own questions: How elementary students develop social studies inquiry questions
Teaching and teacher education, Vol.127, p.104094
06/01/2023
DOI: 10.1016/j.tate.2023.104094
Abstract
Although asking questions is the most frequently named disciplinary practice included in the C3 Framework for Social Studies State Standards, little is known about how elementary-aged students learn to develop inquiry questions. In this study, we analyzed how 19 third-grade students in the U.S. Midwest Region developed questions related to economics, geography, history, and political science across five months during the 2017–2018 school year. We found that students were generally successful with developing questions related to the disciplines, but their questions were most often closed-ended. We provide implications for supporting students’ learning as they generate inquiry questions.
Details
- Title: Subtitle
- Learning to ask their own questions: How elementary students develop social studies inquiry questions
- Creators
- Ryan E. Hughes - University of North Carolina at GreensboroPratigya Marhatta - University of North Carolina at Greensboro
- Resource Type
- Journal article
- Publication Details
- Teaching and teacher education, Vol.127, p.104094
- DOI
- 10.1016/j.tate.2023.104094
- ISSN
- 0742-051X
- eISSN
- 1879-2480
- Grant note
- University of North Carolina at Greensboro (100011862) School of Education at University of North Carolina at Greensboro University of Michigan (100007270) Horace H. Rackham School of Graduate Studies, University of Michigan (http://data.elsevier.com/vocabulary/SciValFunders/100006801)
- Language
- English
- Date published
- 06/01/2023
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9985224417102771
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