Describes eight creative inquiry projects for middle-school students, complete with description, time investment, level of difficulty, and student rating. (SR)

Discusses changes in ideas about learning underlying reforms in science education. Highlights experiences with project-based science, which focuses on student-designed inquiry organized by investigations to answer driving questions, including collaboration among learners, new technology, and the creation of authentic artifacts that represent…

Examines student discourse in both small and large contexts. Explores the role of shared inquiry and the nature of consensus-building in students' development of explanations from a collaborative knowledge-building stance. Concludes that two forms of discourse (constructive and generative, dialectic and persuasive) effectively promote progressive…

Describes the development and validation of the Cultural Learning Environment Questionnaire (CLEQ) which assesses eight scales of the culturally sensitive environments of secondary school students. Examines associations between students' perceptions of their culturally sensitive learning environment, their attitudes towards science, and…

Investigates mathematical phenomena with students through a dialog between teacher and students in an inquiry-based mathematics class. (KHR)

Introduces a community-based science partnership in which students learn science and mathematics through inquiry-based investigations using technology and the unique history of a local cemetery. (KHR)

Studies the inquiry-based practices of secondary science student teachers (n=12) including their views of inquiry in science; their views of inquiry in science teaching; and their conceptions of facts, laws, and theories in science, or nature of science (NOS). Recommends explicit teaching of science as a discipline, including scientific…

Describes the Inquiry "I" which is designed as a learning tool for scientific inquiry. Explains the steps of prior knowledge, logical argument, experimental design, procedure, data collection, data transformation, results, and new knowledge. Uses guided and open inquiry approaches. (YDS)

Notes that through trial and error, one of the most effective activities the author and her first grade gifted reading students discovered was an Internet Inquiry method. Concludes that with the rapidly changing world, children's literacy futures will include new technology. Considers how the new technologies should support and not replace…

Presents a lesson on trees and forests that incorporates inquiry strategies by examining meaningful relationships between growth, physiology, and the utilization of trees. (KHR)

In improving urban public schools, the urgency of demands placed on research should not be allowed to reduce the complexity of answers to the problem. Heeding the call for complexity and examining areas not currently studied (e.g., implications of race, class, and gender) are key to generating research on teacher education that will be useful to…

Points out the rapid advances in biology, increasing bioethical issues, and how students need to make rational decisions. Introduces a value inquiry model development that includes identifying and clarifying value problems; understanding biological knowledge related to conflict situations; considering, selecting, and evaluating each alternative;…

Investigates the current state of technology use and know-how among members of the Association for the Education of Teachers in Science (AETS). Examines the differences between current and desired levels of knowledge about using technology as an instructional tool to enhance productivity in classroom applications and data collection and analysis.…

Describes a science learning program sponsored by the State University of New York College (SUNY) at Geneseo which brings together elementary students, parents, and university students and faculty for an evening of fun, meaningful science experiments, demonstrations, and activities. Includes sample activities. (KHR)

Describes collaborative teaching with real-world scientists in inquiry-based classrooms. Discusses its influence on students' attitudes toward science and their interest in science careers. (Author/KHR)