Reverse chronology and inquiry-based instruction in secondary history classes
The research question addressed is how do secondary history teachers describe their lessons in terms of pedagogy, sequence, critical thinking development and student engagement, and what predictions would those same teachers make about an inquiry-based curriculum that uses reverse chronology methods. The motivating factor for this capstone was the observation that many students dislike history courses offered in secondary schools. This capstone details the theoretical implications of using a thematic approach to teaching history from a present-first lens via primarily investigative curriculum. Loewen's (1995) was a scathing report of secondary schools' failure to inspire students in history classes was a key influence for this capstone. The author develops a study aimed at identifying middle and high school history teachers' pedagogical approaches as well as at hearing teacher's observations.
Petitt, Joshua J., "Reverse chronology and inquiry-based instruction in secondary history classes" (2011). School of Education Student Capstone Theses and Dissertations. 839.