Article ID | Journal | Published Year | Pages | File Type |
---|---|---|---|---|
6850825 | Teaching and Teacher Education | 2016 | 11 Pages |
Abstract
The present study provides a comprehensive picture of history teachers' conceptions of inquiry-based-learning (IBL), based on interviews with 22 secondary school teachers. The results indicate that, although most teachers' beliefs about the nature of history were conducive to teaching historical reasoning, their conceptions of IBL often remained limited to critically evaluating information, instead of using the available information to conduct inquiries into the past. Furthermore, teachers' conceptions of IBL appeared to be strongly connected to the context in which they worked. Based on these findings, several implications for supporting history teachers' adoption of IBL are discussed.
Related Topics
Social Sciences and Humanities
Social Sciences
Education
Authors
Michiel Voet, Bram De Wever,