Advocates concentrating on an examination of the logical framework of inquiry in liberal education biology programs, because the principles of biological inquiry are stable although the claims and explanations offered about biological phenomena change with accumulated research. (AL)

There was no significant difference in attitudes toward biology between high-ability grade nine biology students exposed to 20 randomly selected Invitations to Enquiry'' and similar students whose course did not include invitations. There is some suggestion that more difficult Invitations'' later in the course may have arrested a general decline…

Paradigms developed from process and content choices are: (1) scientific, discipline centered, (2) humanistic, discipline centered, (3) scientific, practical-problem centered, and (4) humanistic, practical-problem centered. Each is examined for its logical implications for the role of the social studies teacher. (Author/VW)

Based on the premise that properly selected photographs can help develop scientific thinking, the author presents two examples in which students would be involved in active observation and in the making and testing of hypotheses. (LC)

Three series of eight fifteen-minute programs were made with conceptual and process orientation. Data was presented and open questions asked, but not answered. New ways of using traditional materials were demonstrated, as was the adaptability of television to non-expository teaching. (NH)

Three series of eight fifteen-minute programs each were made conceptual and process oriented. Data was presented and divergent questions asked about it, but not answered. New ways of using traditional materials were demonstrated as was the adaptability of TV to non-expository teaching. (NH)

Discusses various steps and methods that encourage children to learn about poetry and develop good taste in their selections. (RB)

Paper presented at a conference of Massachusetts state English coordinators, Fitchburg State Teacher's College, November 1967. (RD)

Children learn to think and develop concepts by experiencing a wide variety of problems that need solving. Exposure to different conditions and environments also stimulates their thought processes. (CK)