Article examines interpretive inquiry, which views research as a practical, moral activity similar to other inquiry. It discusses interpretive inquiry goals and procedures, how to do interpretive inquiry, and how to distinguish good from bad research. (SM)

This paper recommends a role for the history of science in democratic science education, suggesting a dialogical mode of science instruction that captures what John Dewey considered most crucial to democracy--completely open communication. (SM)

Presents a case study in which students investigate the environmental issue of open cast coal mining. Students examine the issue from different perspectives; interpret the available evidence; draw appropriate conclusions; and evaluate such conclusions. (MDH)

College-level student inquiry projects are not easy to evaluate within the parameters of the academic grading system. One form of rubric-guided assessment has specific advantages in addressing both performance and product by allowing weighting of criteria, flexibility of criteria and standards based on the project, defining the major aspects of…

In-service science teachers (n=63) in Zimbabwe were assessed as to their level of commitment to traditional culture and its relation to science instructional ideology. Teachers' scores of commitment to indigenous culture were positively and significantly correlated to traditional noninquiry ideology-preference scores but not to inquiry…

Presents a directed-inquiry activity to take students one step beyond observation of how living organisms capture prey. Uses a field lab based upon predator-prey relationships to enliven the teaching of food web concepts to non-science-major freshman undergraduates. Can also be used in teaching high school biology students through college science…

Assesses the cognitive consequences of reflective teaching practices compared to inquiry teaching practices on the acquisition and transfer of LOGO computer programming for 2nd- and 5th-grade students. Finds that children that participated in the reflective context developed beliefs about programming practices that were tightly coupled with their…

Defines the questions that are the basis of developmental-action inquiry. Outlines the type of theory and practice that supports and reflects such inquiry, and highlights how different such integrated research/practice is from empirical positivism. (Author/CCM)

Describes a two-year program using the characteristics of ecology as a framework for inquiry and learning. Discusses the framework as a model for the biological, social, political, historical, and cultural systems that make up the content of the grade 9-10 curriculum. (CCM)

Explores how the CD-ROM "Tiree, Famine and Clearance 1840-1900" facilitates the development of inquiry skills. Recreates the history of Tiree (Scotland) between 1840 and 1900, and describes the experiences of Tiree emigrants in Canada. Features a range of historical sources including photographs, archival film, and personal…

Investigated Dutch student teachers' practice, experience, and problems with their required educational research project. Researchers followed four student teachers and created a description of the four cases in terms of the operational, experienced, and attained curriculum. From these descriptions, they formulated improvements for the training of…

Describes how 14 elementary teachers, two administrators, and one facilitator (a university faculty member) formed and carried out a year-long study group. Discusses benefits, noting that teachers can take control of their learning by actively participating in problem-centered discussions and activities. Offers several planning guidelines for…

Explains how a school developed a model for ensuring progression in experimental and investigative science. Provides progression steps and examples of models. (CCM)

Focuses on inquiry-based science instruction for third grade elementary school students. Presents an activity on analyzing data using a graph. Explains what students learn from inquiry-based instruction. (YDS)

Discusses a college science course designed for juniors and seniors who are going to be elementary teachers. Focuses on hands-on activities, understanding the nature of science, and conducting scientific research. Explores student misconceptions and conceptual changes on elementary science subjects. (YDS)