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History teachers' conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context
ARTICLE

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TATE Volume 55, Number 1, ISSN 0742-051X Publisher: Elsevier Ltd

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.

Citation

Voet, M. & De Wever, B. (2016). History teachers' conceptions of inquiry-based learning, beliefs about the nature of history, and their relation to the classroom context. Teaching and Teacher Education: An International Journal of Research and Studies, 55(1), 57-67. Elsevier Ltd. Retrieved December 15, 2019 from .

This record was imported from Teaching and Teacher Education: An International Journal of Research and Studies on January 29, 2019. Teaching and Teacher Education: An International Journal of Research and Studies is a publication of Elsevier.

Full text is availabe on Science Direct: http://dx.doi.org/10.1016/j.tate.2015.12.008

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