Describes the stages and outcomes of a junior high school science lesson on erosion and deposition utilizing a "kids as researchers" theme. Stages include awareness, discussion, investigation, experimentation, generalization, and extension. (SK)

Offers a set of principles for constructing questions that compel rereading and proposes a set of principles by which literature teachers can construct significant questions--ones which compel rereading and textual constraint while encouraging independent interpretation, response, and hypothesizing. Provides examples illustrating the applications…

Explains how artifacts can be studied in the social studies classroom to help students understand unfamiliar cultures and derive meaning from personal life stories of unknown people. Main points are suggested for students to focus upon as they view an artifact. (DB)

Describes a social studies unit for teaching high school students about energy. Entitled "Energy Tradeoffs in the Marketplace," the unit focuses on economic aspects of energy, economic-related educational games, social decision making with regard to energy, and social studies skill development. (DB)

Advocates using the inquiry method to teach history. Maintains that gifted students will be more interested in history if history is approached as inquiry. Explains how the teacher can play the role of moderator in the high school history classroom. (Author/DB)

Suggests that one way social studies classroom teachers can make students more interested in doing reports is to clearly explain what writing the report is supposed to accomplish. Report activities will improve students' ability to learn a process, perfect a particular skill, and/or present a highly polished product. (DB)

Describes an experiment with 48 pre-service social studies teachers to determine the effects of methods instruction and student experiences on teacher attitudes toward social studies. Results suggest that methods courses cause more attitude shifts than student teaching. (AM)

Compares content understanding of students exposed to inquiry teaching (concrete instruction) and those exposed to exposition (formal instruction) in two groups of junior high school students enrolled in physical science. Conclusions support concrete instruction as producing greater gains and retention in content-achievement. (CS)

Determines the effect on inquiry of different contingencies of reinforcement. Classes of biology students were exposed to one of four treatments: verbal reinforcement and mimicry; using student ideas as reinforcers; using special privileges as reinforcers; and no reinforcement. Results include verifications that verbal reinforcement and mimicry…

Citing a lack of teacher preparation and available curriculum materials for art appreciation, the author proposes an art criticism/art history approach for the secondary grades. He outlines a sequence of operations modeled after Bruner's stages of perceptual decision making and presents a sample lesson plan. (SJL)

Discusses a study undertaken to measure the extent to which student teachers used inquiry strategies which had been emphasized in their teacher education program. Discusses results of the study and poses four hypotheses concerned with why teachers who have mastered inquiry skills do not use those skills. (DB)

Discovery learning, defined as intentional learning through problem solving and under the supervision of the teacher, is discussed in terms of its advantages and disadvantages, with suggestions for its application. (JMF)

Argues that teachers of rhetoric and teachers of literary studies have many interests in common and that these common interests should be cultivated. Offers four possible lines of inquiry for bringing rhetoric and literary study together. (RL)

Illustrated and described is a convection box for classroom use to stimulate concept development in elementary school children. Other equipment and apparatus that may be used in open-ended science activites are listed. (CS)

This paper reports an experiment in the teaching of the kinetic molecular theory to nonscience majors by the inquiry method. It allows the student to develop an essentially correct view of gases, liquids, and solids on the atomic or molecular level, and illustrates how one can draw conclusions about the molecular level by simple visual…