Students participating in the technology-rich Schools for Thought program learn to acquire, evaluate, organize, and interpret information and communicate findings to their peers and to an adult, questioning audience. Evolving from three research-based programs, Schools For Thought features a rigorous, standards-based curriculum; careful…

According to 1995 National Science Education Standards, "inquiry into authentic questions generated from student experiences is the central strategy for teaching science." Effective classroom questions promote relevance, encourage ownership, help students interpret their observations, and link new learning to what students already know. Two…

Discusses chemistry in the National Science Education Standards with regard to chemistry teaching, content, student achievement, educational standards, curriculum, interdisciplinary approach, and inquiry. Presents a model as an attempt to understand the level of chemistry in the standards. (JRH)

Describes a university outreach program that aims to enable teachers and students to learn the content and process of modern scientific inquiry by engaging in research and communicating their findings to others. (DDR)

Investigates the possibilities of self-reflection for the teaching profession by relating the problem the philosophy of Rene Descartes, Immanuel Kant, and Edmund Husserl. Explains that in philosophy reflection has always played a major role, while it has not always had a major role in education. Concludes that it is possible to learn from mistakes…

Demonstrates how student assessment can be embedded in a moon unit that is based on the 5Es (Engage, Explore, Explain, Elaborate, and Evaluate) learning model. (SOE)

Examines the implementation and adaptation of Kids as Global Scientists (KGS), an inquiry-based, technology-rich middle school environment. Examines three classrooms of urban teachers in high-poverty environments and two classrooms of maverick teachers in middle-class suburban environments. (SOE)

Helps middle school students understand the concept of solubility through hands-on experience with a variety of liquids and solids. As they explore factors that affect solubility and saturation, students gain content mastery and an understanding of the inquiry process. Also enables teachers to authentically assess student performance on several…

Focuses on a yearlong project designed to strengthen teachers' and students' understanding of plants, equip teachers with inquiry-based teaching techniques, and create a community of learners. (DDR)

Defines dialogue as a disciplined, consensus-building process of collective communication based on shared values and beliefs. Highlights include the evolutionary history of dialogue; the role of dialogue in building a civil society and in the design of social systems; and the need to develop learning resources in evolutionary inquiry and in the…

Explores the effects of students' inquiry during a technology-supported unit of evolution and natural selection on their beliefs about the nature of science. Shows that the inconsistency of individual responses undermines the assumption that students have stable, coherent epistemological frameworks. Indicates differences between student talk…

Explores secondary school, undergraduate, and graduate level learners' mental models of bonding with ionic substances through an interview protocol involving the use of physical substances and a focus card containing depictions of ionic bonding and structure. Suggests that teachers and university faculty need to provide stronger links between the…

Modifies the "What's in a Bag?" activity to effectively and engagingly demonstrate the nature of science. Describes each step of the activity and lists necessary materials. Shows students that, like scientists, their scientific models change as more data are gathered and incorporated into what is already known. (NB)

Describes a seminar course for underprepared college students which focuses on the study of the hero's quest and solves many of the difficulties inherent in the remedial writing course previously taught. Aims to teach critical thinking, close critical reading, and critical and creative writing as necessary for making the journey of inquiry. (PA)

Investigates students' (N=277) performance and the effects of pre-training on tasks rated high in ambiguity, in particular those where the solution to the tasks cannot be arrived at through predictable algorithms. Findings show pre-training to be a significant factor in improving students' ability to plan and carry out open-ended investigations.…