The Importance of Inquiry-Based Learning in Social Studies

For K-12 social studies teachers, keeping their students engaged can be a major challenge. As important as geography, history and other social studies subjects are, long lectures can make the lessons seem like little more than a collection of facts to memorize.

To reassert social studies as central to preparing students for civic life and to help students more fully engage with the subject matter, many teachers have turned to a strategy called inquiry-based learning. Educators interested in learning more about how to employ this student-led teaching method should consider earning an advanced degree in education.

What Is Inquiry-Based Learning?

Inquiry-based learning is a pedagogy, or teaching method, that encourages students to learn about a specific topic or subject themselves.

During inquiry-based exercises, teachers present a central question to students and then guide them as they conduct research, draw conclusions and present answers in their own words. Depending on the subject matter and students’ familiarity with the topic, educators might introduce the exercise with a brief lecture or reading assignment.

The C3 Framework: A Structured Approach to Inquiry-Based Learning in Social Studies

While inquiry-based learning can be employed in a wide range of ways, the College, Career, and Civic Life (C3) Framework provides educators with a structured approach. Designed specifically for the K-12 social studies curriculum, the C3 Framework aims to help students develop the critical thinking and problem-solving skills they need to be informed citizens while also teaching them about social studies.

The main component of the C3 Framework is the inquiry arc. The inquiry arc is made up of four steps students should go through as they participate in an inquiry-based activity:

Develop questions. This refers to the central thought-provoking question posed by the instructor and the subsequent questions students develop as they explore the topic.
Apply disciplinary concepts and tools. As students develop their questions and find answers, they should utilize concepts from appropriate related disciplines such as economics, geography and civics.
Evaluate sources and evidence. Students should consult primary, secondary and tertiary sources or a mix of all three and begin developing evidence-based answers.
Communicate and take informed action. By the end of the exercise, students should be able to provide and support their answer to the original question. This can be accomplished by giving a presentation, writing a paper, teaching their peers in a small group or any of a number of other ways.

Since the first C3 Framework guide was published in 2013, educational leaders in 32 states have utilized it in one way or another. Vermont is the only state to have adopted it completely, but other states have either modeled their own curriculum standards on the C3 Framework, endorsed it or cited it in their educational regulations.

Examples of Inquiry-Based Learning in Social Studies

In social studies classrooms, inquiry-based learning activities typically start in the same way: with the posing of a central question by an instructor. But after that crucial step, instructors can encourage their students’ academic exploration in a number of ways.

To promote insightful inquiry, instructors can have their students:

Go to the library or search the internet for primary and secondary sources
Work on group presentations
Create timelines of historical events
Graph relevant trends, such as in population or economic data
Go on field trips
Ask loved ones about their experiences
Complete creative projects, such as paintings or dioramas

Through these and similar activities, students have the latitude to explore social studies in a self-relevant way and at their own pace. However, instructors need to be available to provide students with guidance and to clarify any unfamiliar ideas they encounter.

Why Are Inquiry-Based Learning Strategies Important?

For Dr. Wayne Hickman, a 30-year education veteran who teaches Best Practices in Social Studies Education at Augusta University, learning about inquiry-based learning as a graduate student was a pivotal moment in his career.

“I got turned on to doing it that way and trying to make history as hands-on as I could,” he said about bringing inquiry-based strategies into the classroom for the first time. “I wanted to let the kids investigate things and get their hands on primary sources as often as possible. Let them experience stuff in a way that would hopefully cause them to get curious and want to dig deeper.”

At the time that Dr. Hickman was getting excited about inquiry-based techniques, today’s structured approach to the strategy was in its infancy, with the C3 Framework still about 15 years away. However, modern research shows that his enthusiasm was well placed.

According to a 2022 analysis of 10 experiments published in the Journal of Pedagogical Research, inquiry-based teaching methods contribute to students’ academic success and their development of reasoning and research skills. This in turn often has a positive effect on students’ self-esteem and their enthusiasm for their studies.

This demonstrates that while learning the fundamentals of civics, geography and other disciplines is important in a K-12 social studies class, inquiry-based techniques have the power to impact students in other ways as well. For example, they can create positive learning environments in which students can become lifelong learners, be active participants in their own development and connect the curriculum to their own lives.

Learn More Ways to Turn Students Into Lifelong Learners

While inquiry-based learning is an important pedagogy in today’s educational landscape, it’s only one part of creating a positive, engaging classroom culture. By earning a Master of Education in Instruction from Augusta University Online, you can equip yourself with the other tools you need, too.

With a core curriculum built around applied research, instructional technology and serving learners of all backgrounds, this program can help empower you to engage with your students on multiple levels. And, with degree concentration options in Elementary, Middle Grades, Secondary Education and more, you can tailor your studies to meet your own specific career needs.

To learn more about AU Online’s flexible yet personalized approach to graduate-level teacher instruction, request more information today.

Sources:
C3 Teachers, “A Revolution in Inquiry: The C3 Framework and the Inquiry Design Model”
Edutopia, “Inquiry-Based Tasks in Social Studies”
Journal of Pedagogical Research, “Does Inquiry-Based Learning Model Improve Learning Outcomes? A Second-Order Meta-Analysis”
National Council for the Social Studies, “The C3 Framework and the Long History of Inquiry in Social Studies Education”
National Council for the Social Studies, “C3 Framework for Social Studies State Standards”
National Council for the Social Studies, “The State of the C3 Framework: An Inquiry Revolution in the Making”