From Questions to Participation: Inquiry-Based Social Science Instruction and Learners’ Student Engagement in Gappal Elementary School
DOI:
https://doi.org/10.55687/ste.v4i4.245Keywords:
Social Science, Elementary Education, Qualitative, elementary education, learner centered education, qualitative approachAbstract
Inquiry-based instruction has been widely recognized as a pedagogical approach that promotes active learning and meaningful engagement by positioning learners as investigators of social realities rather than passive recipients of information. This qualitative case study examined how inquiry-based Social Science instruction influenced learners’ behavioral, emotional, and cognitive engagement at Gappal Elementary School. Using classroom observations, focus group discussions with learners, and semi-structured interviews with teachers, the study explored how questioning, investigation, dialogue, and reflection shaped classroom engagement. Thematic analysis revealed four interconnected themes: inquiry questioning as a catalyst for behavioral participation, learner curiosity and voice as drivers of emotional engagement, collaborative inquiry as a structure for sustained participation, and teacher scaffolding as support for cognitive engagement. Findings indicate that inquiry-based Social Science instruction fosters multidimensional learner engagement when inquiry tasks are structured, contextually relevant, and supported through facilitation and feedback. The study offers implications for instructional practice, school leadership, and future research in elementary Social Science education.
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