Understanding how the periodic table of elements is organized and how to read information from it is fundamental for understanding chemistry. Introductory chemistry courses usually include discussions detailing what elemental information can be determined by virtue of its position on the periodic table. Although many people have been exposed to…

We describe a new approach to teaching introductory biology. Our introductory experience for undergraduates is a laboratory course that is entirely inquiry and discovery based. We introduce our students to fundamental concepts in biology in the framework of three multi-week laboratory modules, each of which is an open-ended investigation of a…

A low-cost, low-tech colorimeter was constructed from a film canister. The student-constructed colorimeter was used to show the Beer-Lambert relationship between absorbance and concentration and to calculate the value of the molar absorptivity for permanganate at the wavelength emission maximum for an LED. Makes comparisons between this instrument…

Provides an account of the instruction of university-level introductory physics courses using a framework characterized by curiosity-driven inquiry in science and science teaching. Describes the role of the instructor as providing students with the incentive to learn science through their pursuit of personally meaningful questions. Contains 25…

Presents an inexpensive take-home laboratory activity designed to enhance students understanding of atmospheric pressure by allowing them to engage in a hands-on, discovery approach to physics. (ZWH)

Explores the results of a study that involved qualitative analysis of students' reactions to a long-term inquiry experience in a freshman biology course. (DDR)

Describes a laboratory course, modeled on the approach developed by Robert Karplus for physics laboratory courses, emphasizing discovery learning. (SK)

Compared effect of six instructional strategies (discovery, two expository lessons, prototype development, interrogatory, and combination of interrogatory/prototype development) on concept learning of college students (N=230). Results suggest use of prototype developmental method alone or in combination with interrogatory method if high levels of…

This study investigated what constitutes exploratory learning and what effects instructional support measures have on it. Among the conclusions were that students were reluctant to apply learning processes that are considered characteristic for exploratory learning. Students had problems with the process, especially with the process of generating…

Examined effect of two classroom climates (discovery and nondiscovery) on learning of science process skills and content achievement of college students (N=78). Results indicate that students in both climates achieved equally well, but students in the discovery climate achieved higher process scores as measured by the Welch Science Process…

Defines an exploratory lab as consisting of a series of hands-on, qualitative activities that are safe, simple, and inexpensive, use readily available supplies, and illustrate a concept being studied concurrently in the course. Summarizes the results of four years of testing the exploratory program. (DDR)

This book probes the possibilities of interdisciplinary learning and integrated curriculum through the structuring and expressive powers of language. The 15 essays in the book explore the issues of bridging the gap between the two cultures of science and humanities, demystifying science for learners, teaching students to construct and explain…

Discusses five instructional strategies for increasing the meaningfulness of technical or scientific information. These include organization of prose, use of concrete analogies as advance organizers, use of inserted questions in prose, elaboration activities such as note-taking and discovery learning. (JN)