Too often, teachers scratch their heads and ask, "What were my students thinking?" then answer, "I don't want to know." But teachers should want to know, and students should question their own thinking, as well. Critical thinking involves not just problem solving, creativity, analysis, and synthesis but also self-awareness of learning and learning…

Describes a lesson that utilized inquiry to teach the students a scientific concept and to emphasize the fact that they shouldn't jump to conclusions. (LS)

Discusses different roles the problem statement can play in inquiry and some resulting classroom implications. (SL)

Suggests that teachers should consider which questions to ask as a part of instructional preparation. To ensure that diversity and critical thinking are involved, a teacher should use a taxonomy for a template when writing questions. Presents and discusses Bloom's taxonomy, Gagne's levels of learning, and a taxonomy for general science process…

Argues that in order to have bona fide inquiry experiences, students must formulate their own questions, create hypotheses, and design investigations that test those hypotheses and answer the proposed questions. (DDR)

Defines approaches to inquiry-based science teaching and describes many ways in which to conduct this kind of science instruction. Argues that with science reform underway, opportunities exist to transform classrooms into environments with active learners engaged in inquiry. (DDR)

Gives the background history and chemistry of modern day chemical warfare from World War I to the present. Provides discussion questions to stimulate deeper thinking on the issue. Contains a discussion activity called "Can New Chemical Weapons Lead to Humane Warfare?" (CW)