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Abstract
Designed for middle school grades, the National Geographic Geo-Inquiry Process engages students in geographic inquiry that begins with formulating a question that addresses an issue in the local community and ends with taking informed action to advocate for a specific, concrete solution. This research employs a pretest and post-test in classrooms in five schools to assess changes in students’ geography competencies, inquiry skills, and self-efficacy in civic engagement after undertaking a geo-inquiry project. In addition, this article provides a context for geo-inquiry to include its development, articulation with state standards, and example projects.
Acknowledgments
Support for this project was provided by a Professional Development Assignment (sabbatical) from the University of Northern Iowa and through the author’s role as a 2018 National Geographic Society Education Fellow. The author thanks teachers, students, and administrators at each of the pilot schools for their enthusiasm and willingness in implementing a new curricular process and evaluating its effectiveness.
Notes
1 While designed for middle school students, upper elementary age students have successfully accomplished Geo-Inquiry projects.
2 More information on the Geo-Inquiry Process, including the Educator Guide and Student Resource Packet, can be found at: https://www.nationalgeographic.org/education/programs/geo-inquiry/.
3 These projects are showcased on the National Geographic Education Educator Network, an interactive online network of educators that all are welcome to join.