Inquiry learning is considered more effective than traditional teacher-led learning. Whilst teachers espouse ideals of inquiry learning, actual implementation and practice remains unclear, requiring further study. Inquiry learning research in primary schools is mostly contained to maths and science. Few studies have investigated how primary school teachers differentiate practice to meet the needs of students with learning difficulties. Even fewer studies have investigated primary school teachers' implementation of Humanities and Social Science (HASS) inquiry learning. This chapter investigates primary school teachers' practices of implementing HASS inquiry learning, including strategies used to support students with learning difficulties, and school based factors impacting the implementation of inquiry learning. One Queensland regional school was identified using a theory-based sampling method. Teachers were recruited using criterion sampling method. Data were collected from semi-structured interviews and demographic questionnaires; and HASS unit plans of three teachers (n=3) were synthesised into three themes: (i) teachers described a sense of professional fulfilment when implementing inquiry learning; (ii) teachers implemented specific strategies including explicit instruction to differentiate learning for students with learning difficulties; and (iii) school-based factors including leadership endorsement impact on successful implementation of inquiry learning in a primary school. Data obtained from the single school and small sample limit generalisability, therefore future research regarding teachers' implementation of HASS inquiry learning is recommended. Identification of strategies that support students with learning difficulties, and the impact of HASS inquiry learning on achievement amongst students with and without learning difficulties, are also recommended.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.