Authentic Inquiry Pedagogy Implemented in Middle School Social Studies: Student and Teacher Perspectives

Abstract

This participatory action research study addressed questions of pedagogical strategies, motivation, assessment, and student choice surrounding an inquiry approach to teaching and learning in a 7th grade social studies classroom. Teacher and student data were collected over a 6-week inquiry project stemming from and directed by student choice. Data collected consisted of an anonymous questionnaire and survey, teacher journal, student self-assessment, and student exit slip. This was a mixed-methods investigation, heavily reliant upon qualitative analysis, and using "constant comparison" (Krathwohl) strategies data analysis began immediately. Data collected from students and teacher suggest a strong desire for inquiry and choice supportive environments.