Keywords

social studies; historical thinking; habits of mind; elementary; qualitative research; fifth-grade

Abstract

Providing elementary-aged students with opportunities to engage in authentic historical analysis is crucial to building their historical thinking skills. Teaching with primary and secondary sources allows students the opportunity to engage in authentic inquiry-based learning experiences where the acquisition of a historical concept is in their hands. This differs from the traditional social studies learning experience, as these inquiry-based learning experiences are student-centered, and the teacher is present as a guide. Developing social studies instruction utilizing the SOURCES Framework for Teaching with Primary and Secondary Sources (Waring, 2021) is an effective way to scaffold authentic historical inquiry at the upper elementary level. In this study, the researcher sought to explore student levels of acquisition of four Habits of Mind (NCHE, 2024) when taught using student-centered inquiry-based approaches to instruction. The researcher utilized the qualitative research methods outlined by Erickson (1986) to analyze data samples collected from eight student participants to determine their acquisition and growth of the Habits of Mind (NCHE, 2024). The researcher concluded that each student exhibited the use of History’s Habits of Mind (NCHE, 2024) when taught using a student-centered approach to historical inquiry. However, the levels at which the students acquired the Habits were different.

Thesis Completion Year

2024

Thesis Completion Semester

Summer

Thesis Chair

Waring, Scott

College

College of Community Innovation and Education

Department

School of Teacher Education

Thesis Discipline

Social Science Education

Language

English

Access Status

Open Access

Length of Campus Access

None

Campus Location

Orlando (Main) Campus

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Rights Statement

In Copyright