Examines the use of four versions of narrative inquiry with preservice teachers: response to practicum experiences, responses to reading, small and large group discussions, and reflection papers. Each helps students explore narrative assumptions that contribute to their images of teaching, enabling them to explore unexamined parts of their…

Explores the stance of the teacher in the teaching of reading within a literature-based classroom. Describes one elementary teacher using a holistic, inquiry-based curriculum. Discusses fundamental beliefs informing his practices; the informative and transformative role of literature; strategy-sharing sessions with the class; and becoming…

Reviews three projects that use a graphing calculator linked to a calculator-based laboratory device as a portable data-collection system for students in chemistry classes. Projects include Isolation, Purification and Quantification of Buckminsterfullerene from Woodstove Ashes; Determination of the Activation Energy Associated with the…

Presents advice to teachers on how to help elementary students make decisions about their own scientific investigations. (Author/WRM)

Reports on the methods and outcomes of a teacher development project that exposed teachers to inquiry as it is practiced in the discipline of ecology. Explores factors that are potentially effective on teachers' professional development experiences in ecological inquiry. Examines the variations of teachers, starting points, grade levels, and…

Good science education depends on solid content and active learning. Effective teaching in all the physical sciences should have a similar focus on important concepts and effective learning experiences. Students of all ages benefit from experiential learning. Inquiry, which combines hands-on and minds-on learning, engages students in a process…

Reports on a study of the views of teachers and staff on the introduction of individual investigative work into the precollege, advanced-level chemistry courses in Great Britain. Contains 21 references. (DDR)

Offers insight into the sorts of questions that might be asked in scientific inquiry and suggests a new sort of question--What If?--complementary to those questions which have traditionally dominated scientific practices. (PVD)

Evaluated the "ThinkerTools Inquiry Curriculum," a computer-enhanced, middle school science curriculum, to determine the impact of including the Reflective Assessment Process. Found that students' performance improved significantly on both physics and inquiry assessments. Controlled comparison revealed that students' learning was greatly…

Contrary to computer advocates' globalism = empowerment rhetoric, the dominant globalization pattern involves relentless commodification of knowledge, skills, and interdependent relationships. Few consider the ecological implications of commodifying (digitizing) leisure, education, health care, or communications. Posing community regeneration…

A two-year study investigated the experiences and outcomes of four students with disabilities in guided inquiry science instruction in upper elementary grade classrooms. Patterns across the case studies informed the identification of advanced instructional strategies that, when implemented, resulted in all students demonstrating significant…

Presents a study that compares an introductory high school biology curriculum, Biology: A Community Context (BACC), with traditional curricula. Discusses the differences between standards-based BACC and traditional instruction. Identifies the instructional method in BACC as investigative inquiry and the activities proceed from concrete to more…

Describes the design of a biochemistry course that uses problem-based learning. Provides opportunities for students to question, dispute, confirm, and disconfirm their understanding of basic concepts. Emphasizes self-correction through dialogue. Topics covered include amino acids, metabolic pathways and inherited disease, proteins, enzymes and…

Examines those theories of learning that have laid the groundwork for classroom approaches that encourage students to become active learners. Summarizes the National Science Education Standards (NCES) Teaching Standards B. (DDR)

Examined the experience of being part of a cohort-based Masters Degree program for practicing teachers. Data came from participants electronic portfolios and a qualitative survey that explored eight cohort dimensions. Results indicated that use of a cohort-based delivery model enhanced program coherence and fostered collaboration, inquiry, and…