The purpose of the study was to determine the effect of inquiry-oriented laboratory experiences encountered in a science content course on the teaching strategies of in-service elementary science teachers. Ten teachers who had encountered inquiry-oriented laboratory experiences in a science content course and ten teachers selected from elementary…

This paper reports on a 2-year field investigation of the frequency and content of interactions between curriculum consultants and elementary school teachers involved in implementing an inquiry-oriented curriculum. The report includes data generated by 45 consultants and 600 teachers in 53 diverse schools. The types of questions teachers ask…

This paper describes the developmental phase of the Instructional Staff Development (ISD) program. The purposes of the program are identified as enabling teachers to utilize a) behaviors which would lead to inquiry skill development of the students and b) curricular materials designed for inquiry learning. This paper details the growth of the…

This study evaluated an attempt to increase the divergent thinking of eighth grade students with a five week experimental treatment utilizing student inquiry. In this treatment, students were shown a demonstration consisting of a discrepant event; students then suggested hypotheses and checked their hypotheses by asking questions, as in Suchman's…

This project involved the development of a manual for science teachers to use in improving their use of selected inquiry teaching behaviors. The behaviors are asking observation questions, asking interpretation questions, acknowledging and reinforcing pupil responses, extending pupil responses, and probing pupil responses. The manual, Handbook on…

Concluded that sixth-graders in inquiry-oriented science classes perceived cooperation between students; those in textbook-oriented classes perceived competition between students. (MLH)

Using interaction analysis, studied the classroom verbal interactions of three types of elementary science classes: not using a process-promoting curriculum; using a process-promoting curriculum, with or without a consultant. Among the findings was that teachers who interacted with a consultant were more indirect in their teaching. (MLH)

Suggests that high school history can be more interesting and useful if students are taught to formulate, evaluate, and use historical statements on the basis of evidence available in primary sources. Outlines a curriculum based on this thesis. (AV)

Examines the concept of inquiry and gives suggestions for its use in the classroom. A model of inquiry teaching is developed and illustrated by presenting two inquiry teaching approaches to a geographical study of world population and arable land. Some limitations of inquiry teaching are also discussed. (Author/JK)

Society as a whole and social structures within the school act to constrain autonomous thought on the part of the students. The school community itself must be renewed (as must its curriculum) to encourage the specific requirements of inquiry. (MJB)

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

Media is used as a supplement in a science education program based on the inquiry method. Students work in small groups and rotate from station to station. (STS)

Describes a simple inquiry game which involves displaying a problem situation picture, with a portion of the picture covered. Children are then challenged to discover what is happening. (SL)

Focuses on teachers' questioning strategy that seeks to promote student-centered teaching through questions designed to involve the student actively in higher types of learning such as discrimination, conceptualization and generalization. (Author/RK)