Designing Geographic Inquiry: Preparing Secondary Students For Citizenship. Issue 6 (2nd November 2018)

• Record Type: Journal Article
• Authors: Maddox, Lamont E.; Howell, James B.; Saye, John W.
• Is Part Of: Journal of geography. Volume 117:Issue 6(2018)
• Page Start: 254
• Page End: 268
• Publication Date: 2018-11-02
• Subjects: geography education -- problem-based geographic inquiry -- disciplined civic inquiry -- lesson study -- geographic inquiry.; Geography -- Periodicals; Geography -- Study and teaching -- Periodicals; 910.71
• DOI: 10.1080/00221341.2018.1495249
• Languages: English
• ISSNs: 0022-1341

Abstract

Abstract: Social studies professionals advocate linking discipline-based content to citizenship learning goals. However, research suggests that students rarely encounter inquiry-based instruction in their geography coursework and have few opportunities to explore how geography impacts civic decision making. In this article, we present a problem-based geographic inquiry model that organizes geography instruction around civic problems that require ethical decision making. This model is being used as the basis for a lesson study professional development project called the Bridging Divides Project. A curricular exemplar on population change illustrates how the design process results in a product that supports learners in reasoning about a social issue.