INQUIRY PROCESS AND SOCIAL STUDIES EDUCATION
Okam (1998:120) says inquiry represents one of the ways of making sense out of what we experience. It requires thinking among other things, like intellectual operations so that an individual can make their own meaning out of what they experience, thus inquiry process cab be define as the a problem solving strategy where critical thinking and guided discovery is applied towards arriving at a solution. In other words, the inquiry method of instruction is the process by which students arrive at an understanding of concepts by themselves and the responsibility for learning rests with them but guided by the teacher.
The basic outline of what the inquiry process includes.
It begins with the desire to discover. Meaningful questions are inspired by genuine curiosity about real-world experiences. A question or a problem comes into focus at this stage, and the learner begins to define or describe what it is.
Some real examples of questions in this stage in the process are:
· "Why is crime eminent in our society?
· "When will the world experience absolute peace?"
· "Why does the moon change shape?"
Of course, questions are redefined throughout the learning process. Questions naturally lead to the next stage in the process: investigation.
Taking the curious impulse and putting it into action is what we call the investigation process. At this stage the learner begins to gather information: researching resources, studying, crafting an experiment, observing, or interviewing, to name a few. The learner may recast the question, refine a line of query, or plunge down a new path that the original question did not-or could not-anticipate. The information-gathering stage becomes a self-motivated process that is wholly owned by the engaged learner.
As the information gathered in the investigation stage begins to coalesce, the learner begins to make connections. The ability at this stage to synthesize meaning is the creative spark that forms all new knowledge. The learner now undertakes the creative task of shaping significant new thoughts, ideas, and theories outside of his/her prior experience.
At this point in the circle of inquiry, learners share their new ideas with others. The learner begins to ask others about their own experiences and investigations. Shared knowledge is a community-building process, and the meaning of their investigation begins to take on greater relevance in the context of the learner's society. Comparing notes, discussing conclusions, and sharing experiences are all examples of this process in action.
Reflection is just that: taking the time to look back at the question, the research path, and the conclusions made. The learner steps back, takes inventory, makes observations, and possibly makes new decisions. Has a solution been found? Do new questions come into light? What might those questions be?
INQUIRY PROCESS AND EDUCATION
Enquiry has certain major component and it is these component that establishes its link with education. They include
- knowledge
- Attitudes and values
- Process
Knowledge: - this here suggested that there are certain things that one must know in other to be a successful inquirer. This includes awareness about the nature of knowledge itself as well as the knowledge about the basic tools of inquiry, their function and how to use them without which we know that education becomes static. However we know that knowledge is constantly changing, so through inquiry education determines the truth.
Thus Bayer in Okam (1998:122) states that “knowledge is rarely complete, we cannot secure absolutely all the information necessary for making a judgment that will stand forever, this is partly due to the difficulties of locating and collecting all information as well as the fact that, knowledge is a product of human mind and is subject to the peculiarities of that mind at work” therefore knowledge is the basis of all form of education.
Attitude and values:- it is expected that the inquirer must be objective, respect evidence as the test for accuracy. He must be tolerant of ambiguity and must be curious and imaginative. Bayer (1971) further makes it clear that “each of these attitudes and values plays an important part in inquiry as well as in education either by making it possible or by sustaining it”
The process: - however refers to the process of arriving at decision making. It requires one to employ information to consciously examine an issue as it relate to an individual as well as others to who are involved or connected with it.
KNOWLEDGE CREATION AND DECISION MAKING
If we carefully look at the nature and structure of the society today on will rightly see the growing social and personal problems. According to Banks (1973) “the nature of human problems may differ in different periods of history, it seems that people have the amazing capacity to create more problem that they are able to solve in the times and place.” This now leaves the school with the responsibility of develop in students the skill of problem solving and decision making so they can survive in the ever changing society.
There is the need for social studies teacher to know that every one is born with the ability to create some form of knowledge and make rational decisions. Decision making is a skill which must be learned and developed by the students over time. In 1998, then-doctoral candidate George Patmor conducted a statewide survey of high school schools in Kentucky. He measured 310 students and adults opinions about how students should be involved in school decision-making.
REFERENCES
Curriculum Standards for Social Studies, (1998) NCSS Publications. Waldorf, Maryland.
Okam, C.C (1998). Teaching Issues, Insights & Problems in the social studies education in Nigeria: Deka Publications Jos.
Banks, J. A. (1977). Strategy for teaching ethnic studies. Boston: Allyn and Bacon.
Banks, J. A. and Clegg, A. A. (1977). Teaching Strategies for the Social Studies: Inquiry, Valuing and Decision making: Reading Addison – Wesley Publication Company.
Inquiry page (2007) knowledge begins with asking questions http://www.inquiry.uiuc.edu/inquiry/process.php3
Adam Fletcher (n.d) for SoundOut Student Voice in School Building Leadership
What can students really do to lead schools? Retrieved fron the internet at http://www.soundout.org/article.105.html
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