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Questioning As A Civic Act: An Examination Of How Social Studies Teachers Define, Develop, And Cultivate Questions For Inquiry, Rebecca Glasgow Williams Mueller

Theses and Dissertations--Education Sciences

The present qualitative study used socio-cultural theory (Wertsch, 1998), pedagogical content knowledge (Shulman, 1987), and reflective practice (Schön, 1983) to examine how social studies teachers define and develop inquiry questions. Existing literature reflects a long tradition of equating inquiry with high quality social studies instruction (e.g., Barton & Levstik, 2004; Bruner, 1977; Griffin, 1942) and arguing that successful inquiry hinges on an engaging question (Barton & Levstik, 2004; Grant, 2003), but relatively little attention has been paid to how teachers characterize and develop questions for use with inquiry (Grant & Gradwell, 2010). The main research question was: How do high …