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NCSS College and University Faculty Assembly 2017

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Learning by doing: The impact of question development and implementation on teachers’ understanding of compelling questions

Literature suggests that inquiry questions should be rigorous and relevant, but that two-trait criteria may be more complicated than meets the eye. This study examined high school civics teachers’ conceptions of compelling questions and evaluated how engaging in the development and implementation of compelling questions modified and solidified their conceptions.

Author(s):

Rebecca Mueller
University of South Carolina Upstate
United States

 

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