Discusses the benefits of individualizing inquiry for students. Describes using this method in the social studies classroom in step by step guidelines. Offers an illustration of its successful application. Notes factors to be considered before teachers commit to this instructional method. (KO)

This study investigated what constitutes exploratory learning and what effects instructional support measures have on it. Among the conclusions were that students were reluctant to apply learning processes that are considered characteristic for exploratory learning. Students had problems with the process, especially with the process of generating…

Examines the Wallace Library Computer Access System at the Rochester Institute of Technology. Sources of 892 interlibrary loan requests processed between January 1 and March 31, 1992, were studied to determine how patrons used this increased access to electronic resources. Information on the source of requests, patrons, materials, and fill rates…

Research and practice are not necessarily separate. Teacher educators should define research as disciplined, reflective inquiry into practice. Drawing upon current conceptions and practices in teacher education, the article defines an approach to research on practice and presents a rationale for reflective inquiry into teacher education. (SM)

The soliciting-and-reacting-moves questioning technique used in science classrooms is described. The importance of using both higher-order and lower-level questions during a lesson is discussed. An example of a dialogue between a student and teacher using this technique is included. (KR)

Examines issues related to the ethics of disclosure in naturalistic inquiry, discussing subtle and less subtle shifts in ethical concerns that underlie positivistic and naturalistic methodologies. The process and products of personal disclosure may be understood with increased efficacy through the application of guidelines customarily applied to…

To the debate between the Rortyan pragmatic model of scientific research advocated by Cleo Cherryholmes and the scientific realism espoused by Ernest R. House is added another model for educational research based on the realism of John Dewey's pragmatism. Constructivist and behaviorist aspects of Dewey's philosophy are explored. (SLD)

Describes the working of the Science Task Group on the place of investigation in the National Curriculum in England and Wales. (PR)

Presents three inquiry-based lessons to develop the science process skills of observation, identification, and classification. Activities use whelk eggs and snail shells as the focus of the students' inquiries. Provides a list of 19 facts about whelks and snails. (MDH)

Describes an inquiry lab that helps students discover the chemical nature of enzymes. (PR)

Asserts that science instruction should have students behaving as real scientists. Discusses benefits of high school science research programs for precocious youths. (PR)

Explains the use of a constructivist model for engaging students in the curriculum. The student end of the model is characterized by the knowledge, personal experience, degree of motivation, and level of interest that a student brings to a learning situation. (DDR)

Describes how teaching a lesson on the discovery of a crater in the Yucatan Peninsula and the rock strata deep in the ocean can help students explain the demise of dinosaurs. Discusses the impact theory and the core model. (DDR)

Explains the process of student and teacher collaboration on a project to develop a faster electrolysis mechanism. Provides a good example of the problem-based approach to science instruction and curriculum. (DDR)

Outlines an in-depth case study of teachers' use of image processing in biology, earth science, and physics classes in one high school science department. Explores issues surrounding technology implementation. Contains 21 references. (DDR)