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)

Presents the self reports of Israeli junior high school teachers (N=40). Discusses the conditions and processes of teaching and learning science, and reports that teachers make good use of inquiry in teaching. Contains 20 references. (DDR)

Details the development of the Tardigrade Survey, focusing on the questions related to how to present projects. Recommends challenging high school students in ways that stimulate their interest in the investigatory approach. (DDR)

Points out shortcomings of instructional methods derived from art criticism, viewed either as a set of procedures for critiquing artwork or as metacognitive principles for reflective thinking about artwork. Proposes a model of critical-inquiry instruction based upon three instructional activities: personal response, student research, and concept…

Examined a classroom in which fourth graders' questions dominated the discourse, investigating how the teacher reduced forces that discourage student questions in instruction. Observation and interview data indicated that the teacher respected her students as well-intentioned learners, viewed the assumptions revealed by student questions as steps…

Examines the role of practical activities in secondary science from an international perspective and contrasts this to a developing country's perspective. Discusses research studies on training teachers to include physics practical work in Indonesia and the benefits and constraints of implementing practical work in physics classrooms. Contains 37…

Presents an action-oriented research account of higher-order cognitive skills (HOCS)-oriented teaching of organic chemistry to freshman and sophomore science majors in small and large classes at a relatively small and large university respectively. Finds that inquiry-oriented class discussions, students' active involvement in the learning process,…

Argues that inquiring must be the dominant feature of education. Notes that traditional education has treated children's thinking and inquiring as of little pedagogical worth; yet education that prepares for the exercise of judgment rests upon teaching students to cultivate the thinking process. Argues that schools must accept responsibility for…

Presents case study data on one sixth-grade classroom of Kids as Global Scientists (KGS) project participants during the eight-week program. Finds that students made significant gains in weather content knowledge, and interviews revealed a high level of student motivation and satisfaction with the project. (Contains 38 references.) (Author/WRM)