Social inquiry is an integrated process for examining social
issues, ideas and themes.
Social inquiry method is based on the belief that providing a
reflective and enquiry frame of reference to social issues helps to improve the
personal and social life”.
Also known as Social Science Inquiry model or Critical
Inquiry / reconstruction interaction.
It was developed by Byron Massialas and Benjamin Cox.
Massialas and Cox (1966) believed that school fosters
development and inculcation of values in children and plays a crucial role in
‘creative reconstruction of culture’.
Social inquiry method is helpful in identifying the social
issues and dealing with them effectively.
Cox experimented with inquiry methods in teaching Junior High
U.S. History, while Massialas focused on the use of inquiry instruction in
teaching High School World History.
Features of Social Inquiry:
Massials and Cox stressed on 3 main features of social inquiry
Open climate of discussion
Hypothesis as the focus of inquiry
Use of facts and evidence
Fundamental Aspects of Social Inquiry Model
1.Focus:
The main aim of social inquiry was
To enable students to develop skills in social- inquiry
research and to develop deeper understandings about their local community
To develop competencies of problem solving and adjustment.
To develop social and cultural characteristics among students
For the development of social problem solving primarily
through academic inquiry and logical reasoning.
To generate reflective classroom environment
2.Syntax:
This model guides students through stages of inquiry
Development of general statement of a problem:
A problem is any event or situation that challenge’s one’s
idea. Here the teacher introduces a problem or case to the students which may
be a historical / political event, or story or film highlighting a social issue
or social evil. Teacher can give the problem in advance or make the students to
choose the problem on their own.
Development of hypothesis:
A hypothesis is a proposed solution to a problem or part of a
problem. Students under the guidance of teacher will start proposing
various hypothesis to the problem. They synthesize the facts and organize them
into a policy issue. Without a hypothesis one has no guide for collecting
relevant data or information.
Definitions of the terms in hypothesis:
Students will define and clarify terms and concepts used in
the Hypothesis. By defining and clarifying the meaning of words and
concepts, the group greatly improves the chance that hypotheses, evidence, and
arguments will at least be understood by the participants.
Verification of hypothesis:
A hypothesis is tested by discussing, debating and arguing
the various questions raised by students in the group.
Collecting evidences for verification of
hypothesis:
In this step evidences should be collected as per the
hypothesis. For this use of data collection method such as surveys,
questionnaire, interviews can be done. Based on the evidence
collected students further refine their positions by restating and clarifying
the stand taken and give reasons.
Does the hypothesis explain the problem? Is it supported by
the evidence presented? If the answer to either of these questions is
"no," then the hypothesis may be modified or discarded. If the answer
to both of these questions is "yes," then the hypothesis is accepted.
Generalisation or statement about
solution:
A hypothesis which survives examination and testing
represents the "solution" to the problem. As in all inductive
procedures, though, the surviving hypothesis remains hypothetical in nature, it
simply represents the best answer at the present time to the problem that
generated the inquiry. Students will finalise the solution based on the
collection and verification of data.
3.Social System:
Inquiry instruction stresses the
importance of
Open discussion
Equal chance to participate
Experiential and explorative
study
Academic research is promoted
Each student is given chance to
present their view in a discussion
4.Principle of Reaction:
Teacher will initiate the process and guide the students in each phase of this model. He/ she will initiate the discussion and will ask question relate to the problem in discussion.
5.Support System:
The support system relates to the
additional requirements other than the usual human skills or capacities of the
teacher and the facilities usually available in the ordinary classroom. Various
support system includes Open ended library resources, access to expert opinions,
Interviews, questionnaires, observation schedule, Site visits Legal reports,
news reports, surveys, Data collection, and use of Source documents
Application:
This
model is applicable at Secondary and Higher secondary level. Because it
involves higher reflective thinking, critical thinking skills and mental or cognitive
activities.
It
also encourages social inquiry and problem-solving attitude.
It
is applicable in solving social problems.
The
syntax of this model is based upon scientific and reflective thinking, thus it
provides an opportunity to the students to develop scientific attitude for
finding out the solution to a problem.
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