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Technology and Disciplined Inquiry in the World History Classroom

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World history remains a challenging subject for teachers to teach and for students to learn. This may be due to a lack of prior knowledge on the part of most American students, combined with the huge body of potential content to include in the curriculum. At the same time, despite the long-term commitment by social studies educators to integrate inquiry for the purpose of improving student critical thinking skills, research has documented the tenacity of didactic, lecture-based approaches to instruction.
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Document Type: Research Article

Publication date: March 1, 2016

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  • Social Education, our flagship journal, contains a balance of theoretical content and practical teaching ideas. The award-winning resources include techniques for using materials in the classroom, information on the latest instructional technology, reviews of educational media, research on significant social studies-related topics, and lesson plans that can be applied to various disciplines. Departments include Looking at the Law, Surfing the Net, and Teaching with Documents. Social Education is published 6 times per year: September; October; November/December; January/February; March/April; and May/June.
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