Teaching history is seen to require direct communication from historian to group and back again. Modified Socratic inquiry, it is suggested, accomplishes this goal by involving students more actively in the classroom. It presupposes close reading of material and dialogue as effective as lectures. (MLW)

Argues that the capacity to read and derive benefit from literature involves an interaction of at least three related abilities--aesthetic reading, reflecting, and problem solving. Offers an inquiry approach to teaching literature as one way to promote student development of these abilities. (RL)

Reviews definitions of the social studies presented by Robert D. Barr, James L. Barth, and S. Samuels Shermis in "Defining the Social Studies" (1977). Suggests that the social studies should derive its content and teaching methodologies from the social science disciplines. Journal availability: see SO 507 149. (Author/DB)

Urges teachers of kindergarten children to use an inquiry approach to help pupils understand the world around them. Inquiry activities can utilize school personnel, teacher and student maps of the school, community resource people, comparative information about children in other cities and countries, and correspondence with community agencies.…

A study of 508 secondary teachers of biology, physics, chemistry, earth science, or life science shows that teachers who use new curricula have more favorable attitudes toward inquiry strategies and that years of experience in using new programs is positively related to more favorable attitudes toward inquiry strategies. (MLH)

Briefly reviews Piagetian theory of cognitive development and discusses how this theory supports such instructional strategies as individualized activities, inquiry learning, and problem solving. (MLH)

Evaluates a module for training science teachers to ask cognitive questions. (SL)

Argues that current teaching of scientific inquiry overemphasizes hypothesis testing to the exclusion of hypothesis generation. (SL)

Since there is no basic text for teaching vocational agriculture,

The current, conventional approach to research does little to strengthen scholars' participation in civic life. However, models of research that promote more democratic inquiry methods, more reciprocal relationships between researchers and their subjects, and new collaborations between research institutions and communities are emerging and being…

Ten graduate students piloted co-inquiry with elementary school children, learning ways to develop questioning skills in students and teachers, modeling and practicing question formation, developing higher-order questions, using graphic organizers for data, mediating questioning sequences, and actively soliciting lines of questioning. (SK)

Examines the scope and quality of reflection-in-action displayed by six beginning teacher specialists as they provided each other with support. Analyzes 12 videotaped peer-assistance sessions using self-selected pairs. The most reflective episodes occurred when the specialist engaged the ethic of inquiry, raising questions and enjoying multiple…

Examines the models through which different academic disciplines approach inquiry. Faculty working in different models view their work differently, apply different evaluative standards, and accept different types of values. Although the discipline is more conspicuous than the model, the latter is equally important in understanding epistemological…

Describes a guided inquiry activity that addresses the law of reflection. Laboratory experiment is included. (DKM)

Describes an inquiry-based activity involving paper airplanes that has been used as a preservice training tool for instructors of a Native American summer science camp, and as an activity for demonstrating inquiry-based methods in a secondary science methods course. Focuses on Bernoulli's principle which describes how fluids move over and around…