Answer to Question #323306 in Philosophy for Miss k

Question

Q2

2.1 show how you will apply inquiry based learning model to teach history and geography on the senior phase grades. Use examples to add strengthen up your discussion.

Q3

Show the relationship between academic history and school history considering the recent developments in south Africa by drawing attention to the vision and purpose of history as a school subject

Answer 1

2.1] Teachers use inquiry-based learning to boost student engagement.

The 4 Steps of Inquiry-Based Learning

Students develop questions that they are hungry to answer.

Research the topic using time in class.

Have students present what they've learned.

Ask students to reflect on what worked about the process and what didn't.

When students are learning geography through inquiry they are learning about the nature of geographical knowledge and how it is the type of questions that are asked that is important. It involves students in making sense of new information for themselves. For example, a Geography teacher might demonstrate how to solve a problem in a traditional lesson, but during an inquiry-based lesson, the teacher can see how each student views a problem and the steps they take to get a solution in their own unique way.

3] Most history teachers usually believe their students can easily construct historical knowledge which is socially approved. Therefore, history as a subject considers the need for students to undertake both academic history and school history to understand their past and recent activities and also formulate ways of dealing with them throughout their learning experience. Some history teachers confidently conceive of their students as ‘mini-historians’ capable of engaging directly in the processes of constructing historical knowledge. Indeed they regard such engagement as essential if their students are to develop a secure understanding of the nature of historical knowledge. Others reject the idea of basing school history on academic discipline, generally arguing either that such an approach is far too difficult for schoolchildren or that it is too time-consuming when what young people really need is sufficient substantive knowledge to give them a mental map of the past.