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Developing Critical Thinkers via Social Studies through Art, Science, and Math 1
Developing Critical Thinkers via Social Studies through the Arts, Science, and Math
Danielle Huber
CSP 689: Methods and Techniques of Educational Research
June 28, 2011
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts2
Abstract
The purpose of this study was to find out if there was a correlation between
students that think critically to their exposure to inquiry-based instruction via social studies
aligned with the arts, mathematics, and science. Also, the amount of teachers that collaborate
and/or are willing to collaborate with colleague teachers outside of their specialty/ content area
was examined. The teacher participants in which stated that their students can think critically
with the frequency of integrated critical thinking instruction was measured. The results obtained
indicate that teachers do utilize inquiry-based instruction in their classrooms some of the time.
The data also significantly shows that teachers find this form of instruction vital to developing
critical thinkers. Finally, the research suggests that teachers do collaborate outside of their
specialty/content area, but they do not align curriculum. Although they do not align curriculum
they do see the need/ benefits of doing so. These results led to the conclusion that teachers
understand the significance of instructing to develop critical thinkers, but not all are effectively
executing the instruction or they are not doing it at all.
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts3
Literature Review
There are, historically and currently, numerous shifts that take place in our educational
system. The United States is a “world” of constant political change. The realm of higher
education faces a changing social climate, as well as a varying "toolbox" of teaching
methodologies. Our country has also faced numerous monetary deficits which meant the loss of
funding to schools and its programs along with formal state assessments, such as the fifth grade
Social Studies assessment. Many schools across the Nation are placing a primary focus on ELA
and math content components and are essentially cutting Social Studies instruction out of their
daily curriculum (Zwirn & Libresco, 2010; Koroscik, 1995). Providing students with the skills
learned via effective social studies curriculum is fundamental when instructing students to
become critical thinkers.
Throughout this Literature Review I will provide research that effectively supports Social
Studies instruction and a way to integrate and implement it into the Arts, Science, and
Mathematic while at the same time setting a fundamental focus on developing critical thinkers
(Johnson, 1998). Critical thinking enables students to elucidate, comprehend, analyze, and
critique their own deepest discriminations, biases, and misconceptions. Critical thinking requires
thought to be investigated and evaluated for its clearness, precision, significance, strength, and
coherence (Schneider, 2002). Since reasoning occurs within points of view and frames of
reference, students need to be aware of an author's approach to a particular problem/ question, as
well as their own.
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts4
Developing Critical Thinkers through Innovated Inquiry-Based Instruction
The integration of critical thinking skills into the daily content and lessons is essential.
“Student interest, readiness, and learning styles, provides the foundation and walls for raising the
ceiling of students’ scholastic growth and intellectual stimulation” (McCollister & Slayer, 2010,
p. 1). No matter which subject a student is focusing on, critical thinkers are capable of forming
connections across the disciplines. This skill expands their opportunities to find exceptional,
original, and realistic solutions to a problem (Hollingsworth & Hollingsworth, 1998).
Research also suggests that asking “probing questions” are a great way to differentiate
instruction while at the same time it can “stimulate deeper thinking, provoke interest and inquiry,
and spark additional questions, allowing for greater intellectual focus” (McCollister & Slayer,
2010, p. 4). Critical questioning increases the level intelligence in classroom. It opens the door
for inquiry-based projects and allows students to formulate their own questions, observations,
and explanations via the sciences, arts, mathematics, and conflict-resolution amongst peers.
Allowing students to become the decision makers in content-based dilemmas, gives them
the opportunity to analyze and weigh multiple outcomes and choose the one that they think is
best. This is a skill that is required across the content disciplines as well as in life itself
(Feldman, 1987).
Throughout the past few decades, the meaning, by experts, of “critical thinking” has
changed and will most likely continue to change. One thing continues to be consistent by
definition and that is in order to be classified as a critical thinker, you must be able to provide
effective solutions to complex problems. When student work is geared towards a purposeful
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts5
end, much gain in significance would generally occur. “When students are asked to address a
purpose and come up with a solution, they truly begin to identify, analyze, and solve problems
through critical thinking” (Schneider, 2002, p.1).
The Cornell Critical Thinking Test Series includes questions that are answered,
independently, by the student. They are expected to critically examine the question at hand and
answer it by circling “Yes” (It must be true), “No” (It can’t be true), or “Maybe” (It may be true
or it may not be true. You weren’t told enough to be certain whether it is "YES" or "NO"). The
test is not timed, but it is encouraged that students “move along swiftly.” An example of a
question that could be asked on a Critical Thinking Test is as follows:
Suppose you know that Jane is standing near Betsy.
Then would this be true?
Betsy is standing near Jane.
A. YES
B. NO
C. MAYBE
The correct answer is C, "MAYBE". Even if Jane is standing near Betsy, Betsy may be
sitting. Betsy might be standing near Jane, but she might be sitting near Jane, or
something else. You were not told enough to be certain about it, so "MAYBE" is the
answer.
Researchers have found that when integrating critical thinking instruction into a
classroom, it must be done holistically and not done in isolation. It should be implemented
effectively through curriculum and instruction from kindergarten through high school. The
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts6
fundamental task of teachers does not need to be intricate; rather a slight shift in a teacher’s
approach or methodology of teaching needs to occur (Schneider, 2002).
A shift in today’s philosophy of teaching is away from procedural learning to conceptual
understanding. This requires the ability to think and form connections. If students are
introduced to critical thinking skills at the inception years of education, then through time,
research suggests that they will be able to think for themselves (Bruce, 1998).
Utilizing Document Based Questions Effectively in a Classroom Setting
Higher education trends have made monumental, innovative pushes to have teachers
mainstream American history/ social studies education through the arts, science, and
mathematics (Zwirn & Lebresco, 2010). Teachers across the Nation have been offered the
ability to develop curriculum that integrates social studies with other subjects. The intent is to
utilize time properly, but its primary intent is to develop critical thinking in the young mind
(Ring, 2000). Document Based Questions (DBQs) have been being utilized since 1973, but have
been modified recurrently (Zwirn & Lebresco, 2010). They were included on the annual fifth
grade examinations until the exam was eliminated due to failing fiscal issues in 2009-10 school
year; however, DBQs remain on secondary examinations. Even though the fifth grade exam is
no longer utilized, it is still the teachers’ responsibly to develop critical thinkers. DBQs,
artifacts, and other primary sources can be used to complete this mission.
DBQs add intellectual value to an assessment, whereas a multiple choice examination
does not. Multiple Choice questions are easy to design, are cheap to produce, are easy to score,
and are easy to alter if needed from year to year. Multiple choice questions are just not allowing
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts7
students to develop critical thinking skills. No matter what form of examination-type assessment
is given to students, it is challenging to form authenticity (Grant & Gradwell & Cimbricz, 2004).
A DBQ is, currently, the closest way to assess students authentically. Authentic assessments seek
to simulate or replicate the kinds of challenges that face professionals or citizens when they need
to do something with their knowledge (Wiggins, 1993). The state of New York’s definition of a
DBQ is as follows
Document-based questions are for all students, from elementary school through high
school. They help prepare students to compare and contrast particular issues from
multiple perspectives, reconciling differing positions, evaluating the strength of particular
arguments, providing authentic opportunities at a high level of thinking, and developing
life skill.
DBQs provide students the opportunity to read, analyze, and synthesize primary sources. This
form of instruction and assessment ranks high in regards to Bloom’s Taxonomy (Bruce, 1998).
Some primary sources that students are required to analyze, interpret, and critique are historical
passages, graphs, maps, political cartoons, photographs, artworks, and eyewitness accounts.
(Zwrin & Libresco, 2010)
In order for students to get the highest score on a DBQ, they must answer all aspects of
the task by using the document that they were given. They may bring in outside information as
long as it is related to the essential question and the document. If asked to interpret and/or
compare data, students are required to use it accurately. They must develop ideas using
supporting evidence as examples, reasons, details, and explanations. Finally, their answers must
be relevant and cohesive. A DBQ is one component of three. The other two are multiple choice
and constructed response. The DBQ comprises of 30% of an assessment (Museumwise, 2005).
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts8
The task of preparing our Nation’s students to meet these expectations is tremendous but
achievable and worth while. In order to effectively prepare students for this form of assessment
and for success in school and life, math, science and art teachers should collaborate with the
social studies teacher. The collaboration should take place in two ways. One being curriculum
development and the other being assessment creation. An art teacher may even assist in the
analysis of the examination (Sorel, 2004; Zwirn, 2010).
Research has been completed that shows that American high school students require 0-2
years of history based classes to graduate, whereas in Germany and Japan they need 5-9 credits.
This data supports the fundamental reasons why American students need to be instructed in a
qualitative manner, providing daily opportunities to analyze and think critically. Prompting
questions can and should be asked to guide critical thinking, but once a student has become
fluent in this form of education, the students should be formulating the questions themselves.
This is referred to as inquiry-based education. Questions that can be provided to assist in this
include, “who or what is the document about,” “who was the original audience,” “what messages
are communicated or implied about certain people, places, events, behaviors, lifestyles, etc.,”
“how current, accurate, credible is the information in the message,” “what is left out of the
document that might be important to know,” and “when and where was the document
produced?” These questions are essential when looking at documents and artifacts and trying to
pull information from them (Grant & Gradwell & Cimbricz, 2004).
A DBQ is one way to assess student at a more analysis level. A DBQ assessment,
however, is not the only answer to forming our youth to become life-long critical thinkers. They
are the most authentic form of assessing, but students need to be engaged in critical thinking
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts9
activities throughout the day mainstreamed amongst other content areas, such as mathematics,
science, and the arts (Grant & Gradwell & Cimbricz, 2004).
Integrating Social Studies into the Arts, Sciences, and Mathematics
Teachers are continually challenged to give sufficiently rich circumstances for their
students to confront. A practical question that is often asked is how do we design lessons and
provide the settings that facilitate higher order thinking in our students? The constant focus on
cutting or minimizing social studies education out of the curriculum is going to significantly
hinder our students’ ability to think. It is fundamental and essential to mainstream Social Studies
skills into the arts, sciences, and math as much as possible. When integrating the subjects, it
needs to be done in a fashion that will make the students formulate their own questions based on
data, paintings, drawings, images, charts, tables, political cartoons, historical texts, etc (Zwirn &
Lebresco, 2010; Ring, 2000).
Typically, content based teachers do not consider collaborating with the art teacher as a
catalyst for engagement with social studies issues. Our country’s Constitution supports freedom
of expression and that is precisely what people have been doing since the inception of our
country through ways such as paintings and other visual arts. The art teachers should provide
students opportunities to interpret American history and culture as the “arts promote alternate
perspectives on historical events. By stimulating emotional connections to the past, art works
motivate young people to relate past issues to those in their lives and potentially make
connections to events in the present” (Zwirn & Lebresco, 2010, 29). Artists have been inspired
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts10
by issues of power and government and have created stimulating works due to it. The visual
world could be portrayed from legacies of slavery, the holocaust, Japanese internment, and even
more current history with the Obama presidential nomination. All have provoked artists to paint,
draw political cartoons, or capture the moment through photograph. Students in a classroom
should view this visual history and formulate questions and observations from it (Ring, 2000).
The arts and history are connected in critical ways. Like a historian, an artist studies
media of the time, as well as writings. “If art teachers and their social studies colleagues work
together, students in U.S. History classes can benefit from analyzing images in lessons and
assessments” (Zwirn & Lebresco, 2010, 32). Since the usage of DBQs on assessments in NYS
became mandatory in 2001, document based instruction has evolved and become a way drive
instruction (Grant & Gradwell & Cimbricz, 2004). Art and history teachers must select works of
art for study that are appropriate with respect to complexity, historical context, subject matter,
and relevance, as well as the design of associated learning activities, when developing lesson
plans of instruction (Ring, 2000). Discipline Based Art Education now calls for the teaching of
art criticism and aesthetics, in addition to art production and art history (Stout, 1995). The
national standards for the visual arts include an understanding of art in "relation to history" and
students "reflecting upon and assessing the characteristics and merit of their work and the work
of others" (VanTassel-Baska, 1998, p. 466). Comprehension of art expression is an inquiry based
approach that allows students to predict, form opinions, collaborate with peers to exchange
personal views, initiate civil debate and discussion, and reflection (Ring, 2000). Learning how to
read a painting, according to Ring, is as fundamental as learning to read a book. It is even more
fundamental than reading a text and spitting back information that will be forgotten shortly after,
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts11
whereas if one learns to think critically, the skill will follow them through life (Clark & Day &
Greer, 1987).
Like the arts, science is also linked to social studies education in relation to the
development of analysis level thinkers. Schools in Brooklyn, NY have already been working
towards the development of integrating their science curriculum into their existing social studies
curriculum. It is the school’s mission to have the teachers “see” science within their social
studies units (Sorel, 2005). Just like the arts, in science, students are asked to draw, describe,
predict, observe, explain, evaluate, hypothesize, classify, etc. All of those actions are
preparatory for developing students who think rather than just memorize. When relational to
social studies, students can formulate connections.
When children approach a topic from this [social studies and science] dual perspective,
history makes sense and science becomes relevant. When you show children how people
and the planet are interconnected, they begin to make connections themselves. When you
offer children multiple ways that they can approach a topic, you increase the likelihood
that more students will find angles that interest them (Sorel, 2005).
For example, the magnet school in Brooklym was learning about the fundamental role that silk
played in the Chinese economy while learning about silkworms in science. They performed labs,
classified kingdoms, made observations, etc. to make predictions on what the mystery creature
was. Most were able to predict that it was a silkworm due to learning about the importance of
and the intricacy of silk in China. Another circumstance related to China was when learning
about its architecture. Students viewed images of the zig-zag bridges in the city and formed
culturally-responsive guesses as to why they were built that way (predicting and observing).
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts12
After reading documents, they could explain the Chinese reasoning for doing so. This historic
context can be related to science because the Chinese believed that, like light, ghosts could only
travel in straight paths; hence the zig-zagged bridges. Students were then able to explore this
knowledge of light path and perform science labs showing how light travels (Sorel, 2005).
As in science and the arts, mathematic instruction can be aligned with social studies,
specifically social justices. In our current generation of Facebook, Twitter, WiFi, and mobile
phones, students have become sensible as to accessing the web anywhere that they go. It is
essential that students understand how to scrutinize the content on the web by critically thinking
about its authenticity. “Mathematics has an important place to play in the modern world
particularly when it comes to making sense of the barrage of quantitative information which has
become a part of everyday life [including research in regards to historic context]. Without the
proper mathematics foundations:
Students may lack the confidence to challenge propaganda or advertising because they
might feel the rigorous tools required to think critically are beyond their abilities.
Likewise when mathematics is taught as formal algorithms, with learning restricted to
successful computation without any requirements to apply this mathematics to the real
world, then it weakens the growth of knowledge for students (Sriraman & Knott, 2009).
Conclusion
“Whether working in science, math, social studies, or language arts, critical thinkers are
able to find connections across the disciplines. This broadens their opportunities to find unique,
creative, and practical solutions to the problems posed” (McCollister & Slayer, 2010, p. 3).
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts13
With the Nation’s monetary deficit, loss of resources and funding for schools, as well as “The No
Child Left Behind Act” some administrators have put an emphasis on ELA and math which led
to subjects such as social studies to be essentially ignored. By doing so, students are not being
prepared for life as a critical thinker. Social studies, if taught effectively, can be a gateway to
mainstreamed education via the arts, sciences, and mathematic while at the same time creating a
population of critically thinking young minds. Art, science, and math teachers should be
included in vertical alignment process for social studies curriculum and instruction. They should
also collaborate on mainstreaming the subjects with each other. This idea is fundamental to a
student’s ability to comprehend, analyze, and critique their own prejudices, preconceived
notions, and misconceptions. These skills are essential when examining data, paintings,
drawings, images, charts, tables, political cartoons, historical texts, etc., all of which are skills
that assist in making most successful.
Description of the Problem:
Due to the No Child Left Behind Act (2001), the new and innovative Core Curriculum,
and National monetary issues that cause cut-backs, many schools have been forced to cut back
on teachers, resources, and funding for testing. Without these essentials, students are condemned
to an education lacking social studies curriculum. Without this component of education, students
may not be able to develop successful critical thinking skills. Throughout my research, I will try
to prove that with or without direct social studies instruction, teachers need to prepare students to
become critical thinkers. If social studies continued to be taught in a district or school, teachers
outside of that content area could collaborate to align their curriculum with the analysis and
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts14
synthesis level of understanding as a focus. Teachers that “teach to the test” or that teach to the
lowest level of Bloom’s Taxonomy are providing their students a disservice. Students need more
than to be told or shown. They need to become involved in order to understand. Ways in which
they can become involved is through inquiry-based instruction where they can think critically,
form forming prediction, observations, explanations, and then synthesize it all. The final
objective is to have the students evaluate what they are examining at a grade appropriate level.
Research shows that this type of learning stays with a person a lot longer than just by
memorizing (Churches, 2008).
Purpose of the Study:
The purpose of this study is to examine the effectiveness of integrating inquiry-based
instruction in a classroom, the effectiveness of Document Based Instruction in Social Studies,
Science, the Arts, and Mathematics, the frequency with which teachers collaborate amongst the
content areas with the intent to align curriculum, teachers’ willingness to align curriculum
amongst the content/specialized areas. The components were chosen all to prove or disprove
that inquiry-based instruction and teacher alignment plays a fundamental role in the development
of critical thinkers. A student’s ability to comprehend, analyze, and critique their own
prejudices, preconceived notions, and misconceptions is all based from this form of
development. These skills are essential when participating in life experiences such as the
examination of data, paintings, drawings, images, charts, tables, political cartoons, historical
texts, etc. (Schneider, 2002).
A large number of questions that students deal with in a classroom require the skill of
memorization. The memory level, knowledge level of Bloom’s, is essential; however, there are
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts15
drawbacks in pure memory that an instructional leader needs to think about. The memory level is
similar to a tool of the short term memory and information that is processed only on the memory
level is quickly forgotten by most. For example, students that take a multiple choice
examination in regards to a topic such as biology may do well, but they soon discover that they
do not retain the information for the future. A way to retain knowledge is to go above the level
of memorization. In addition, memory level does not warranty comprehension. When a student
can deliver content by telling you something such as their math facts, it does not mean that they
understand what the fact means. Speaking of mathematics directly, students can tell you that “5
x 3 = 15” but can they show you what that means? That it means 5 groups with 3 in each group.
Another example is the “Pledge of Allegiance.” Students as early as kindergarten can recite the
Pledge to the Flag, but do they know what the words mean that are comprised with in it?
Memorizing is needed in some regards, but unless a student understands the skill or idea
procedurally or visually, it does not do them much good. (Bloom, 1956)
Description of Site:
The survey that I developed was comprised of questions based off of literature that
suggested that critical thinking is vital for our young. The literature and the focus of my research
was to prove that with the alignment of science, mathematics, and the arts to social studies, you
can develop critical thinkers. This aimed me to acquire teacher participants from kindergarten to
grade eight teachers. The setting was an urban setting outside of the city of Buffalo, NY. The
school site is a charter school that employs approximately 45 teachers with approximately 630
students. The student-body population is diverse with a large number of Arabic speaking
students. The school emphasizes innovative standards-based curriculum with elements of global
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts16
education, such as world geography, history, culture, and language. Other fundamental elements
are earth science, character education, and the fine arts. The school strives to drive its instruction
off of the results-based delivery of instruction. Lastly, family and community involvement are
stressed at the school through programs such Parents Assisting Learners (PAL).
Methodology
I administered thirty Likert Scale surveys to the teachers. They were placed in the
teachers’ mailboxes in the main office. A formal e-mail was sent out to the staff explaining that
it would be there and what was requested of them to complete, as well as a return date. The
Likert scale consisted of 19 questions. In addition, there were 5 demographic questions. The
demographic questions focused on the amount of years that teacher has taught, the grade level(s)
in which they currently teach, weather they are a classroom, social studies, art, or math teacher,
and their gender.
The 5 point Likert scale survey examined three components. The first consisted of
questions that measure teachers’ knowledge of what inquiry-based instruction is and how often
they integrate into their instruction. More specifically, it measures weather or not the teachers
allow their students to predict, observe, and explain., collaborate amongst their peers, and form
curriculum connections without the need to be prompted. The second component questioned a
teacher’s integration of Document Based Questions (DBQ) into their instruction as well as if
their students are capable to answer the analysis level questions. The last section of the survey
questioned weather or not teachers collaborate outside of their content and/or specialty area, and
if they align their curriculum. A consistent question that was asked in each section asked the
teacher participant if they found the topic of the component beneficial to their student.
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts17
The survey was collected anonymously by being placed in a designated drop-off area.
Out of the 30 distributed surveys, 13 were returned. The survey was a pencil-paper style
document. The sample did not include a survey from the art or middle school math teachers.
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts18
Results: Data Collection and Analysis:
There were three questions on the survey in which focused on the participants’ beliefs of
that the particular component topic would beneficial to their students and to their personal
instruction. Those questions are as follows:
o I feel that my students benefit or would benefit from inquiry-based instruction
o I feel that Document Based instruction helps to develop critical thinkers
o I believe that alignment of the stated subjects would be effective for my students
Looking at Figure 1, I can tell that the participants strongly believe that this form of instruction is
valuable to their students’ success in their academics and in life. Also, that collaboration
amongst colleagues is essential. Finally, that all three components are congruently important,
needed and each assist in the over all picture of developing a critical thinker.
Figure 1.
Participants believe that it is essential that their students understand the world in which
they work and live, yet the participants indicated that their students do not understand that idea.
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts19
Participants believe that inquiry-based instruction will benefit their students. This tells me that
the participants strongly believe that if instruction was inquiry-based, their students may develop
a better understanding of the world in which they live and work (see figure 2).
Figure 2.
The levels of taxonomy do increase with difficulty, but if the scaffolding process is
completed effectively, students should be able to analyze, critique, and so on. According to the
data displayed in Table 3, the Participants believe that their students can decipher the message
being communicated in DBQs (e.g. certain people, places, events, behaviors, lifestyles, etc.) at a
developing to secure level. This type of question would be considered of analysis level of
taxonomy. Next, Participants believe that their students can tell how current, accurate, and
credible the information in the document is at a developing to secure level. This questioning
format is also at the analysis level. Finally, however, participants believe that their students can
identify what is left out of the document that might be important to know at a beginning to
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts20
developing level. This format of questioning is at the evaluation level of taxonomy. These
results indicate that the higher level of critical thinking that is involved to answer the question,
the less confidant the teachers are of their student’s abilities. All in all, the more critical the
question gets, the more the students struggle.
Figure 3.
Limitations:
The limitations in which I experienced while completing my research revolved around a
few factors. The timing of the academic school year caused it to be difficult for educators to
complete a survey. The academic calendar ends in this region in the month of June which is
when the survey was administered. Teachers’ priorities are completing report cards, organizing
student work folders, packing out their classrooms, etc. Even with thank-you token and
pleading, it was challenging to receive back even 50% of the administered surveys. In addition
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts21
to the time of year, I was limited by the amount of responses due to the size of my site. If I had
the opportunity to pick a larger district, I believe that I would have received more surveys back
to analyze. Finally, the time allotment in which I provided for the participants to return their
completed Likert Scale was only three days. Had the time allotment been a little more friendly, I
believe that I would have received more back, including a larger sample size. The sample size
would have been larger due to the fact that the school’s high school is in a separate location. I
received their surveys back after all of the data had been analyzed and processed.
Conclusion
In conclusion the survey did find that a majority of participants reported overall need for
inquiry-based instruction in order to develop critical thinkers in our classrooms. This supports
the basis of our research in that infusing social studies ideas and concepts in art, mathematics,
and science is an effective tool to effective instruction. My findings do indicate; however, most
teachers already implement some form of inquiry-based instruction with their students. This
suggests that these participating teachers may not be integrating it enough, they may not be
executing it effectively, or the students may not have received proper foundations to this type of
instruction in previous academic grade levels. All in all, the research does provide enough
evidence to implement it in a classroom.
Developing Critical Thinkers through Social Studies via Mathematics, Science, and the Arts22
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Barrett, T. (1991). Description in professional art criticism. Studies in Art Education, 32, 83-93.
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