Discusses the incompatibility of fast-paced questioning techniques and inquiry-oriented science instruction. Encourages increasing the time allowed for students to construct responses to teacher questions, and utilizing a system of rewards and punishments that supports students working out their own ideas with experiments. (DDR)

Science educators are encouraged to adopt teaching techniques to help children learn to solve problems through inquiry or discovery. Included are several sample problems and method for finding other appropriate science related problems. (SL)

Suggests that the effectiveness of non-directive, activity-centered teaching methods can be enhanced when the teacher spends less time interacting with students and more time observing them. (MLH)

Discusses the importance of questioning as a means of achieving independent intelligence, critical thinking, and learning to learn. Advocates a science program that encourages investigation, discovery, and questioning. (MA)

Describes a study in which kindergarten and first-grade students discussed the subject of shadows. Two students became teacher/leaders, and the rest asked questions for clarification or gave input. The classroom teacher modeled questioning and communication skills all year. The goal was to empower students to have a role in their own education.…