Proposes the use of conceptual discrepancies to stimulate student inquiry into scientific concepts. Provides a list of 20 examples of conceptual discrepancies from the biological sciences that have encouraged self-regulation in biology students. (Contains 12 references.) (MDH)

Presents a program for elementary teachers to learn how to use hand tools and household appliances to teach the principles of physics. The lesson helps teachers become familiar with simple hand tools, combat the apprehension of mechanical devices, and develop an interest in tools and technology. Session involves disassembling appliances to…

Strongly recommends asking students to reflect on their activities when engaging in or studying science. Encouraging students to ask the kinds of questions that philosophers of science ask actively engages students in the scientific inquiry process. (DDR)

An emancipatory researcher morally committed to reciprocity, or sharing results with study participants, felt extremely uncomfortable when disclosing findings about power definitions to one friend and participant. Clearly, this participant felt betrayed, not emancipated, when findings were applied to her own situation. The researcher learned a…

Explores the characteristics and attitudes of faculty participating in college learning communities, what faculty value about the experience, opportunities for intellectual inquiry offered by the models, issues encountered in teaching in this context, and implications for the future of faculty work. (MSE)

A course to prepare teachers as school leaders centered on principles of leadership, being: (1) grounded in a vision of teaching and learning; (2) collaborative, democratic, and purposeful; and (3) systematic in effecting changes and supporting a new culture. Future administrators and teacher leaders must be prepared together. (SK)

Describes how high school biology students use the clam to study the bivalve body plan anatomy. Employs an open-ended investigation format that is rich with measurement opportunities including body mass, valve mass, and volume. (DDR)

Reexamines Callahan's book, "Education and the Cult of Efficiency" (1962), and his vulnerability thesis regarding school superintendents, discussing recommendations it made and highlighting public education in the 1990s. Callahan's recommendations were well-received but not well-heeded, and the vulnerability thesis did not provide the…

Finds significant improvements (at both a Title I school and a middle-income school) in fourth-grade students' ability to find and use information after a year of research-strategy instruction that was integrated with the demands of inquiry-based content-area projects, rather than skills taught out of context. (SR)

Summarizes how a group of teachers prepared a series of elementary-level inquiry experiences that focused on the study of land snails. Recommends and describes the K-W-L and Four Question inquiry strategies for younger and older students respectively. (WRM)

Uses multimedia to teach geology to fourth grade students. Explains the HyperStudio project and discusses students' reflections on this project. (YDS)

Believes that encouraging middle school students to explore the idea of a hero enables them to understand themselves and the world in which they live. Discusses reasons for teaching about heroes in the classroom. Describes a study unit on heroes that is student-centered, ongoing and inquiry-based, and incorporates a thematic base and literature.…

Discusses the goal of eliminating long-standing disparities in mathematics achievement between girls and boys, between white students and students of color, and the economically disadvantaged and advantaged. Explains how everyday mathematics classrooms use cooperative groups and inquiry-based learning in order to help all students. (ASK)

Contends that empathy is a powerful tool for understanding history. Discusses theories and meanings of historical empathy drawing from previous research on these concepts. Believes that historical empathy engages students in historical inquiry and interpretation and encourages them to think critically about the past. (CMK)

Describes a lesson that provides an opportunity for students to obtain the equation for a line describing data they have collected, use the equation they have derived to set up an Egg Bungee Jump, and relate the numbers in the equation to the physical properties of the bungee jump. (WRM)