Urban Student Motivation through Inquiry- Based Learning

Abstract

In 2008, the author attempted to determine if inner city student motivation using inquiry-based learning motivated students to learn the life skills necessary to become democratic citizens. This question will be addressed comparing a traditional and inquiry-based lesson. The traditional lesson used direct-instruction as the primary vehicle for information. The inquiry-based lesson used a Mock Nuremburg Trial as the basic unit of instruction following the unit on WWII. The author used completion rate, participation, and retention to determine improvements in student motivation during the inquiry-based lesson. With the implementation of No Child Left Behind (NCLB) in 2001. Schools across the country have been trying to improve their core curriculums. As the nation is beginning to shift toward Common Core Assessments, inquiry-based learning is one of the prominent vehicles in social studies education to promote the values of Common Core and critical thinking skills in students.