Does the inquiry method really make a difference in educational development? Author launched a review of research literature reported during the past decade, with special focus on the use of inquiry for teaching the social studies. (Author/RK)

This study was designed to assess the effectiveness of one semester's instruction in science and mathematics, using an inquiry-based methodology, in facilitating cognitive growth in first year college students. Results indicated the inquiry approach did not promote cognitive growth in comparison with a more didactic or expository teaching…

Inquiry is defined here as the scientist's method of problem solving. Presents a bent wire phenomenon activity designed to engage students in the active process of solving a problem in science. A model is proposed to explain the phenomenon. (MA)

This paper describes a recently developed test battery which measures inquiry skills relevant to social studies teaching. The test is used to assess entry-level inquiry skills and to monitor student achievement progress. Field tested among Australian junior high school students, the test was shown to be reliable and valid. (BC)

Discusses a strategy by which students can explore social studies concepts by doing. Describes the use of counter examples to help students derive clear, concise definitions of terms and appropriate applications. Gives a set of rules by which definitions can be evaluated and presents example exercises. For journal availability, see SO 506 572.…

Offers information and suggestions for constructing and using essay questions for assessing inquiry learning. (Author/RK)

The Junior Great Books Discussion Method, a program of reading and discussion for elementary and secondary school students, features discussion leaders who focus on questions about the meaning of a reading selection and stress shared inquiry in reading interpretation. (Author/CB)

Although the knowledge and content of the sciences and humanities differ, the differences are superficial and a basic similarity is often overlooked. The disciplines use common intellectual or methodological principles for generating ideas and for justifying and defending conclusions. (MSE)

Addresses two empirical issues: (1) what are the observed characteristics of student question-asking? and (2) under what conditions do students exhibit questioning behavior? Reports the results of a study of question-asking in 27 classrooms and examines the conditions of student questioning which are related to student training, curriculum…

Teachers (N=146) using Science Curriculum Improvement Study were surveyed for their views on teaching disabled students in regular science programs. Results show that teachers feel positively about teaching disabled students (but also feel inadequate with this responsibility). Advantages and disadvantages of mainstreaming in elementary science are…

Defines teaching as practical work carried out in a socially constructed, complex, and institutionalized setting and serving multiple purposes. Examines teaching practice in conjunction with school administrative structure and organizational policies. Discusses the nature and development of practical teaching theories, focusing on…

The interactive feature of computers is used to incorporate a guided inquiry method of learning introductory economics, extending the Computer Assisted Instruction (CAI) method beyond drills. (Author/JDH)

What distinguishes inquiry from other instructional modes is what can be called its critical manner of teaching. One way in which this critical manner can be practiced is in the form of a conversation. Conditions necessary for conversations in the social studies classroom are discussed. (RM)

The absence of a model to guide systematic inquiry in teacher education prevents sustained study in the field. An outline of an inquiry model and its component parts are described. (DF)

According to this study, there was no statistically significant difference in the achievement of groups of students who discussed U.S. history material on a low cognitive level, who discussed the material on a high cognitive level, or who did not discuss the material at all. (Author/RM)