This discussion of heuristic learning focuses on inquiry and problem solving: their distinctions, uses, and advantages over traditional methods of science teaching. (MLH)

This study involved an investigation related to student ability to carry out inquiry tasks, and to investigate the effectiveness of a technique of set induction through rule learning. Biology students from 13 high school classes were randomly selected and assigned to an experimental group, A, or to one of three control groups, B, C, or D. The…

The aims of the study were: (1) to identify components of student-centered inquiry teaching and to develop methodology to determine the extent to which these components are found in classrooms, and (2) to investigate the correlates of those components for which measures were developed. Instruments included a Biology Activity Report completed by a…

This research investigated the need to apply appropriate results of research in pedagogical techniques of questioning to accomplish maximum achievement through the use of high-level questions and to encourage thought and participation in the learning process. A unit on radioactivity and radiation was prepared, validated and taught by 14 carefully…

In order to explore diverse philosophical, psychological, and pedagogical views on the concept of heuristic teaching and the question whether basic teaching skills can be "content free," a symposium on the subject of heuristic teaching was organized with resource papers being requested from scholars representing several disciplines and…

The 60's was not a period of innovation in social studies curriculum. The profession demonstrated little conviction as to the function and potential of social studies in general education; rather, it responded to "what others wanted done." The social studies were discipline oriented, dominated by the scientific method (inquiry and discovery) and…

Video tapes of student teachers micro-teaching in a high school biology class were analyzed. Attention was focussed on students' interpretations of data and the teacher's responses to these interpretations. Examples are given of student explanations which teachers find unsatisfactory but which are valid alternatives based on the data available to…

This curriculum guide provides a laboratory approach to teaching elementary school science. A set of both cognitive and affective objectives is presented. Beginning with grade level 4, conceptual schemes for each level, with accompanying subconcepts, are presented, and a complete list of behavioral objectives associated with the conceptual schemes…

Presented are data that support the suggestion that sixth-grade students can formulate empirically-based statements that are adequate, precise and can be tested. Scores from the Hypothesis Quality Scale (developed by investigator) constituted the criterion variable. Treatment for the experimental group consisted of practice in hypothesis formation…

Reported is an assessment of the effect of a six-week inservice course aimed at developing teacher behaviors which promote inquiry learning given to a group of randomly selected biology teachers. Twenty teachers were selected as the experimental group, and twenty teachers were chosen as the control group. The data consisted of two class…

This study deals with a teacher preparation program that consisted of five weeks of methods taken immediately before the interns' student teaching experience. Methods students learned current inquiry techniques including case study, simulation/role play, values clarification, and laboratory lessons. Using instruments for classroom interaction…

Reported is a study to compare two seventh-grade science programs with respect to students' attitudes toward science, science process skills, and critical thinking ability. The study population included two teachers and their eight classes. Each teacher had two experimental and two control groups. Remmers'"Attitude Toward Any School…

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…