A Critical analysis of inquiry as a method of teaching social studies in the elementary school

Includes bibliographical references (pages 126-134)The purpose of this study was to research and analyze the available literature, published since 1960, concerning the inquiry method of teaching the social studies in the elementary grades. The\ud findings of the research were organized and presented to help the classroom teacher gain an overview and understanding of inquiry (especially important since the Social Sciences Education Framework for California Public Schools now being implemented is based on an inquiry conceptual schema). In this thesis the background, definitions, and the goals and values of inquiry are delineated; and the various models, processes, and modes of inquiry are presented.\ud The methods of inquiry are usually based on a problem-solving model, which may be adapted to use by an individual, small groups, or the whole class. The basic steps are: (1) forming hypotheses; (2) testing them by gathering and interpreting data; and (3) drawing inferences and conclusions. The processes of inquiry are the mental acts one performs, deliberately or intuitively, as one inquires. This may include any of the acts (not necessarily in sequence) of observing, defining, classifying, interpreting, comparing, contrasting, hypothesizing, generalizing, predicting, analyzing, synthesizing, evaluating, inferring, and communicating. The modes of inquiry refer to the kinds of intellectual activity involved. The highly interrelated modes are: (1) analytic - used for the scientific studies of economic, political, spatial, or social analysis; (2) integrative - -used for the humanistic and particularizing aspects of events, individuals, groups, or geographic regions; (3) policy making or valuing--used for making decisions or judgments concerning issues or problems. The compilation of findings in this study revealed one finding common to all aspects of inquiry; i. e., the choice of the method, process, or mode of inquiry to use depends on the purpose of the inquirer, the kinds of evidence and resources available to use, and the ability and experience of the inquirer. The major criticisms, disadvantages, problems, and limitations of inquiry were discussed in this thesis, also, recommendations and conclusions based on the findings of this study were developed and presented