Abstract
The purpose of this study is to clarify the significance of “powerful disciplinary knowledge” in the learning of history in Japan through a case study of Social Studies inquiry learning from the perspective of fostering historical thinking skills. This is based on the theory of “powerful disciplinary knowledge” that has been gathering attention in the United Kingdom, amid a trend of the neglect of subject content in educational administration, schools, and teacher training. As a result of this consideration, it was clarified that the learning of the history of conceptual social studies is based on “powerful disciplinary knowledge” as a historical theory. In addition, in problem-based inquiry learning, it was shown that “perspectives and ways of thinking” about historical events could deepen exploration as “powerful disciplinary knowledge” and lead to the ability to better understand modern society. Furthermore, it reaffirmed the importance of teachers themselves conducting inquiry in order to become “creators of knowledge” with “powerful disciplinary knowledge.”
https://ror.org/04j7mzp05 
