Commissions, studies, and reports continue to call for inquiry-based learning approaches in science and math that challenge students to think critically and deeply. While working with a group of middle school science and math teachers, we conducted more than 100 classroom observations, assessing several attributes of inquiry-based instruction. We…

Examines principles which can be applied to determine how hints can be used effectively in problem-solving. Conscious and unconscious hints, timing of hints, expected functions, and teaching are discussed. Conscious hints are explained in detail with suggestions and references. Charts are included for types, timing, and expected functions. (DH)

Science education is viewed from a framework that integrated sources of knowledge with the traditional processes of scientific inquiry. Sciencing is then described, and how it could be implemented with young children is discussed. (MNS)

How mathematics subject matter can be enhanced through the scientific reasoning method, how this integration can be achieved, adaptations needed for a modified approach, and resulting attainments are all considered. Prime numbers using the Sieve of Erastosthenes are the vehicle through which the approach is described. (MNS)

Reports the results of a study that indicate that junior and senior high school science students are penalized (by receiving lower grades) for not being able to think at the formal operational level. Outlines some methods that may be used to facilitate growth in cognitive development of students. (JR)

Children may perform computational operations readily when dealing with physical materials, but may have difficulty dealing with representational stimuli (pictures of objects) or symbolic stimuli. Describes and illustrates the function of mediators in moving from physical to representational or symbolic stimuli. (PR)

As calculators and computer use increases in mathematics education, more educators are recognizing a shift in emphasis from computation to problem solving. Ways to generate problems that can be used to develop pupil creativity and insight are suggested, and process-oriented instruction is promoted. (MP)

This study examined the effect of language on children's cognitive representation of number. The sample for the study consisted of 90 Arabic speaking children with a mean age of 80 months. Children were interviewed individually and asked to represent written two-digit numbers using base-10 blocks. A new approach for testing the linguistic…

Presents a visual method for displaying the interrelationships between Piaget's work related to children's intellectual development and curriculum development based on an analysis of the processes of scientific inquiry. (PB)

Describes one instructor's approach to incorporating simulations and classroom discussions into a differential equations course. Discusses subsequent effects on student learning attitudes and outcomes in conceptualizing and applying ideas regarding solutions to differential equations in this learning environment. Explores issues on…

Helping children to bridge the gap between physical materials and symbolic representations is the focus of this article. Examples are drawn from numerical topics, with several hierarchies illustrated. (MNS)

Guessing is seen in all forms to be a creative and critical process which has practical and scientific utility. The goal of science in early childhood is viewed as having children make better guesses. Ways of instruction that create and develop an atmosphere for guessing are detailed. (MP)

Discusses the role constructivist learning theory is taking in the change of teaching strategies in the science laboratory. The laboratory moves from a place where knowledge is verified to one where relationships are actively investigated through hands-on, cooperative activities. (MDH)