The combination of biblical scholarship and pedagogical inquiry of the Biblical "wisdom" texts (Proverbs, Job, Ecclesiastes, Ecclesiasticus, Wisdom of Solomon, and the Synoptic Gospels) are the focus of this book. Inferences about teaching and learning that can be drawn from these texts are discussed. Acknowledging that the practices of…

This study seeks answers for the questions: How do young children express wonder and curiosity in the classroom culture? and How do teachers of young children foster wonder and curiosity? Teacher behavior has an effect on students, fostering students' curiosity and wonder or the opposite. This study also explores the efficiency of an observation…

Action research affords preservice teachers both opportunity and perspective to investigate practical needs and critical issues in classroom practice. A one-semester Educational Inquiry course enabled students to pose important questions as part of a required 2-hour experimental research course in a field-based teacher education program. This…

Stresses that a teacher needs to listen to children more, that a child must learn school language and how to ask questions to which the teacher then responds. A discussion of child language and linguistic theory is included. (TO)

Bloom's Taxonomy of Educational Objectives,'' the social studies inquiry model, reading comprehension skills, and the law-focused education case study methods can be seen as functionally related. (Author)

Describes the development and testing of an instrument for use at the eighth grade level to measure four science processes: observation, inference, verification, and classification. Indicates that the two forms of the instrument are average in reliability and high in factor validity. (CC)

Studied the effects of the inquiry strategy method on the styles of categorization of 92 students, using results from the Sigel Cognitive Style Test administered in 1966, 1970, and 1971. Concluded that the inquiry-exposed groups were found to be significantly more analytical than the comparison groups. (CC)

The intention of this article is to focus on why students' preferences should be considered an integral part of the total evaluation of the inquiry approach and how students' preferences can be ascertained. (Author/RK)

A structure for a class using the inquiry or problem-solving method of teaching is presented to maximize interaction between the members of the class. This structure involves geographic concepts of orientation, distance, shape and size of group. (Author)

Author describes an experimental music class established for seven weeks to determine whether or not students would react favorably in a less structured learning situation given the opportunity to organize, research, and present self-determined projects. (Author/CB)

Teachers can use the format to generate sequences of classroom activity that promote (1) recognition of an experience ( What"), (2) contemplation and analysis ( So What"), and (3) application and practice in personally relevant situations ( Now What"). The three phases correspond to three broad educational goals lists. (JB)

A decision-making rationale and curriculum model are given. (SE)