Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/23068
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dc.contributor.authorYang, Peidongen
dc.date.accessioned2021-07-12T09:08:01Z-
dc.date.available2021-07-12T09:08:01Z-
dc.date.issued2021-
dc.identifier.citationYang, P. (2021). Interpreting inquiry learning in social studies: Singapore secondary school teachers’ understandings of “Issue Investigation”: A preliminary study. Pedagogies: An International Journal, 18(1), 26-42. https://doi.org/10.1080/1554480X.2021.1944870en
dc.identifier.issn1554-480X (print)-
dc.identifier.issn1554-4818 (online)-
dc.identifier.urihttp://hdl.handle.net/10497/23068-
dc.description.abstractInquiry-based learning is becoming a widely recognized and used pedagogical approach. However, existing research has largely focused on inquiry learning in science education, neglecting fields such as social studies (SS). In Singapore, inquiry learning in SS received an impetus when a component called “Issue Investigation” (II) was introduced into the compulsory secondary school syllabus of 2016. Given the recency of this introduction, there has been a lacuna of empirical research. Addressing both these research gaps, this paper presents qualitative findings from a preliminary study of Singapore secondary school SS teachers’ perspectives and experiences relating to II. Building on a recognition of teacher agency and of the role teachers play in mediating curriculum and teaching/learning, this paper focuses on how teachers interpret the nature of inquiry learning in SS in the Singapore context. Findings suggest that teachers held broadly two conceptions of II: some saw it as aimed towards working out practical solutions to societal issues in the spirit of participative citizenship; others treated it akin to a social science inquiry process that fostered critical and analytical thinking. In addition, the challenges teachers encountered in implementing and enacting II, and their coping strategies are also briefly discussed.en
dc.language.isoenen
dc.relation.ispartofPedagogies: An International Journalen
dc.subjectSocial studiesen
dc.subjectSocial studies educationen
dc.subjectInquiry based learningen
dc.subjectSingaporeen
dc.subjectTeacher professional learningen
dc.titleInterpreting inquiry learning in social studies: Singapore secondary school teachers’ understandings of “Issue Investigation”: A preliminary studyen
dc.typeArticleen
dc.description.versionAccepted versionen
dc.description.projectSUG 07/18 YPD-
dc.identifier.doi10.1080/1554480X.2021.1944870-
dc.grant.idStart-up Grant for New Assistant Professoren
dc.grant.fundingagencyMinistry of Education, Singaporeen
local.message.claim2021-12-27T14:20:10.699+0800|||rp00101|||submit_approve|||dc_contributor_author|||None*
item.openairecristypehttp://purl.org/coar/resource_type/c_18cf-
item.fulltextWith file-
item.grantfulltextOpen-
item.languageiso639-1en-
item.cerifentitytypePublications-
item.openairetypeArticle-
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