School should provide students with balance in the curriculum, intellectual independence, formulation of problems, cultivation of sensibilities, affection for subject matter, critical thinking, and excellence in teaching. (MLF)

National Science Teachers Association has cited 50 science education programs as national exemplars in the 1982 Search for Excellence in Science Education. Programs are listed under these headings: elementary science, biology, physical science, science/technology/society, and inquiry. (Author/JN)

Examines the relationship between social class and curriculum organization. It is suggested that the inquiry and critical thinking elements of social studies curricula share a style of social control most extensively attempted in the 1970s open classroom movement. (AM)

Discusses how changes in teaching conditions, student characteristics, and career needs affect undergraduate psychology programs. The author suggests that the objectives of undergraduate psychology programs can combine a liberal arts orientation with practicality by training students in methods of inquiry and increasing their competence in problem…

Describes the modification of computer programs (BISON and POLLUT) to accommodate species and areas indigenous to the Pacific Coast area. Suggests that these programs, suitable for PET microcomputers, may foster a long-term, ongoing, inquiry-directed approach in biology. (DS)

Reviews and compares results of content analysis studies of selected high school science laboratory handbooks using the Laboratory Structure and Task Analysis Inventory (LAI). Findings from two biology, two chemistry, and two physics handbooks indicate highly structured investigations where students perform manipulative and observational…

This paper reviews research on strategies to promote student questioning behavior and presents guidelines to teachers on improving students' question-asking skills: provide an environment conducive to involvement and inquiry; model higher order questioning; clarify the criteria for good questions; and react to student questions in an encouraging…

To discover why students ask so few questions in class, a questionnaire was distributed to 166 student teachers in university education courses. Of the three major reasons they cited for failing to ask a question, the most common was fear based on negative past experiences. Implications for teaching are drawn. (Author/SJL)

Describes how to utilize instructional resources to personalize a social studies methods course for elementary school teachers-in-training. The approach involves teacher-pupil verbal interaction, inquiry, and valuing. (Author/DB)

Provides an explanation of guided inquiry. Questioning techniques, time involved, and inferences drawn from guided inquiry are discussed with applications for the elementary science classroom. (DS)

An approach is suggested for teaching science history through inquiry training. A series of investigations are given for illustrating to students the manner in which organisms are grouped taxonomically. (SA)

Instructions involving high-level questions and answers either were or were not given to fifth and sixth graders in three learning environments: cooperative, competitive, or independent. Students who received the instructions showed greater gains in recognizing and generating high-level questions. (GDC)

A method of discovery learning in which students learn the technique of observing and formulating questions is applied to landscape archaeology. This method demands that the relationship between tutor and student be adjusted so that the tutor becomes a fellow researcher rather than a conveyor of information. (Author/CSS)

The article presents some principles which constitute a rationale for open education and that clarify some of the procedures in the open setting that can best bring about effective learning. Respect for individuality, cooperation, openness in diagnosis, pupils' active firsthand explorations, quality of thought, and teacher intervention are…

Describes a method that students can use to build portable planetariums. After building the models, students are familiar with the names of constellations and major stars and are able to share their projects with other students. (DDR)