Document Type
Article
Abstract
Questions remain about inquiry instruction, while research confirms that using primary sources can aidstudents’ inquiry learning processes. This study questioned: “How do second-grade teachers at anInternational Baccalaureate Organization/IBO language immersion setting incorporate inquiry methods ininstructional practices?”; “How does training in the use of primary sources, artifacts, and museum visitsshape second-grade teachers’ instructional practice?” A Library of Congress Teaching with PrimarySources grant supported this university-school social studies partnership, which accessed artifacts,primary sources, and a national archives and museum. Data sources in this mixed methods study werefrom the SAMPI Inquiry Observation Instrument, interviews, and observations in French and Spanishlanguage settings. Analysis revealed teachers incorporating inquiry learning via museum/archives visitsand using primary sources in a study of the history and geography of the French and Spanish Colonial furtrade era. Results revealed a subsequent integration of primary sources and learning kits in the immersionschool network’s ongoing inquiry curriculum design process.
Publication Date
August 2017
Publication Title
Journal of Social Studies Education Research
Volume
8
Issue
3
First Page
24
Last Page
49
Recommended Citation
Coppersmith, Sarah and Song, Kim, "Integrating Primary Sources, Artifacts, and Museum Visits into the Primary Years Program Inquiry Curriculum in an International Baccalaureate Elementary Setting" (2017). Educator Preparation & Leadership Faculty Works. 39.
Available at:
https://irl.umsl.edu/epir/39