How Discussion-Based Inquiry Builds Future-Ready Citizens in Schools

PI: Dr Chee Min Fui, HSSE, NIE
Co-PI: Dr Sim Hwee Hwang, HSSE, NIE
Collaborator: Dr Kho Ee Moi (retired), previously from HSSE, NIE
Collaborator: Ms Amy Sim, CPDD, MOE

Project Description

This qualitative study was designed to examine teacher conceptions and practice of discussion in lower primary social studies.  The participants were teachers who taught Primary 2 and 3 social studies. Six participants were interviewed and lesson observations were carried out in 2021. Findings showed that the teacher participants conceive of discussion as consisting of social and cognitive dimensions. Teachers emphasised the skills of observation and reasoning and aimed for equitable participation. They avoided evaluating student responses in order to encourage more participation and to nurture self-esteem and confidence. Other findings indicate that teachers need to be supported to engage in more open-ended questioning. 

Project Implications

Teachers believe in the benefits of discussion and more support can be provided for teachers to fully realise the potential of teaching with discussion in Social Studies.

Recommendations:

1. Professional development on questioning skills, and the planning and facilitation of small group discussion can further strengthen teacher practice.
2. Planned curriculum can include more open-ended discussion topics or issues, and teachers could be explicitly encouraged to explore them.
3. Future research can focus on student experience of discussions in order to provide a more comprehensive and richer understanding of discussions in Social Studies lessons.