Abstract
Web-assisted social studies instruction utilizing an online module over 4 weeks with weekly face-to-face discussion of each component was used with 245 elementary teacher candidates working in 35 cooperative groups to assist them in developing an understanding of guided inquiry in social studies as represented by the learning cycle model. Significant overall positive change was found on a two-tier test evaluating the depth of the candidates' understanding of this model of inductive teaching, with mixed results on individual sections of the test. Significant positive change was also found on pre-post lesson plan ratings of the candidates' ability to incorporate guided inquiry into their teaching plans.
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