Discusses the appropriate use of inquiry among students, teachers, and library media specialists. Topics include planning for an inquiry research project; collaboration between the library media specialist and classroom teacher; national goals, standards, and best practices; teacher roles for inquiry; and evaluating inquiry research. (LRW)

This article proposes that research into special educational needs has to explore the meaning of the phrase "special needs" and the values that underpin this phrase. It concludes this process will entail the development of new forms of inquiry, new ways of working, and new ways of thinking about research. (Contains 2 references.) (Author/CR)

Presented are 10 intervention techniques for making science a hands-on experience for disabled students. Included are field trips, lab buddies, flexible rooms, customized lab equipment, lesson adaptation, precourse interviews, involving the class, computer-assisted learning, social considerations, and the team approach. (KR)

Presents a study addressing the confusion over social studies skills. Documents the historical background leading to this confusion by reviewing the professional and research literature from the early 1900s to the 1980s. Stresses the problem of imprecise terminology, pointing out that the citizenship, inquiry, study, and thinking skills movements…

Inquiry education cuts across conventional distinctions between liberal arts and professional programs and is supported by specially designed curricula and pedagogies. The establishment of Hampshire College is described. The idea that undergraduate education should promote students' intellectual independence was a strong thread through the…

An introductory science seminar about the physiology of human movement at Hampshire College is described. Students are required to begin defining and answering their own research questions and elements of collaborative learning are included. (MLW)

Presents an activity, compiled from a variety of sources, which asks students to examine the allegorical content of L. Frank Baum's "The Wonderful Wizard of Oz." Requires students to use the inquiry method to relate symbols from the story to elements in the political and economic environment of the Populist movement. Bibliography…

Gives an overview of the intellectual and social structure of science in the United States since the mid-1960s. Discusses some factors responsible for establishing new research directions. Describes the change of the meaning of "inquiry," circumstances, and research style. (Author/YP)

Describes a two-year professional development program in which teachers used collaborative inquiry to study, develop, and use alternative and authentic assessment to improve teaching and learning. The paper examines curriculum and assessment changes teachers made, presents insights from the experience, and discusses implications for professional…

Provides a set of guidelines and useful examples to help teachers assess the effectiveness of inquiry investigations. The authors focus on seven issues: (1) meaningful and accurate learning; (2) time; (3) cost; (4) safety; (5) level of difficulty; (6) preparation procedures; and (7) science activity resources. (ZWH)

Proposes a model that frames a new paradigm for teacher preparation that facilitates the meaning of culture in school learning. The reflective inquiry process includes objectifying culture, personalizing culture, inquiring about students' cultures, applying knowledge to learning, formulating theory linking culture and school learning, and…

Addresses prospect of approaching clinical inquiry as a scientific activity and considering counseling practice as a context for scientific training of counseling psychologists. Discusses problems in attempting to find common ground between clinical teaching and research training. Proposes that scientific training needs to include development of…

Compared is an inquiry-oriented Biological Sciences Curriculum Study (BSCS) style laboratory approach with a more directive traditional approach on student outcomes in the cognitive and affective domains of learning. Differences in science achievement, reasoning ability, attitude, and stages of development are discussed. (KR)

The author analyzes his 11-year-old daughter's investigation of patterns in multiplication. In an investigation initiated herself, Becca generates hypotheses, discovers patterns, asks questions, and discards procedures that do not produce desired results. Providing a classroom environment that values questioning is a key recommendation. (MLN)

Presents the following guidelines to consider before, during, and after hands-on inquiry: (1) plan and prepare; (2) create problem intrigue; (3) give students the responsibility of solving the problem; (4) offer feedback and guidance; (5) debrief; and (6) anticipate, prevent, monitor, and adapt. (PR)