Investigates differing perspectives on the role played by rhetoric in the acquisition of knowledge. Concludes that rhetoric, if viewed as an act of striving for audience adherence and consensus, can be a tool of critical inquiry which moves its practitioners (scientists, philosophers, or public communicators) toward apprehending reality. (PD)

The second in a series of articles concerning the pros and cons of whether it is better to use questioning as part of the teaching device or not to question during discussion focuses on the most effective nonquestioning techniques. Alternatives to questioning are given. (JN)

Offers reasons for the recent increased attention to social studies skills on all grade levels and outlines major skills in three areas--traditional (reading, listening, speaking, discussion, map skills, and written language); inquiry (developing hypotheses, collecting and analyzing data); and values (rational analysis, reading, and citizenship…

The author outlines the inquiry approach to elementary science teaching, cites its advantages and disadvantages, provides sample lesson objectives and student evaluation methods, and lists sources of further information on this method of science teaching. (SJL)

Identifies areas within the social studies in which additional research is needed. Major areas identified are open classroom settings, inquiry and problems strategies, and values education. (DB)

The inquiry approach to learning is based on three phases. The exploratory phase encourages students to investigate a particular topic; the invention phase asks students to consider what they have learned; the final phase assists students in discovering the inadequacies of their inventions. (JN)

Cites examples of classroom episodes illustrating how values of science can be supported by the classroom teacher. Values of science are identified from the 1966 publication of the National Education Association, "Education and the Spirit of Science." (CS)

Forty-five children, ages nine through eleven, were divided into control group and experimental groups that read or wrote hunches concerning a discrepant event involving sliding blocks. Those who generated hunches were shown to learn more in subsequent inquiry behaviors designed to explain the discrepant event. (MLH)

Recommends a number of techniques and transitional activities to bridge the gap between traditional cookbook activities and the type of inquiry envisioned by the National Science Education Standards. Includes discussion on techniques related to safety and the habits of good scientists. (DDR)

Describes by vignette and analysis four primary instructional tasks necessary to develop inquiry skills in children. Such tasks are shown to be fundamental to the inviting classroom and to experimental science. Claims that inviting inquiry requires a tolerance of error, supportive environments that nurture intellects, and participation that…

Presents an inquiry activity in which students design a solar cooking apparatus. Students are also asked to write a paragraph that explains the ways in which science knowledge helped them in the design of their cooker. Includes a grading rubric. (SOE)

Compares outcomes of open-inquiry and expository versions of a chemistry laboratory experiment at the university level. Investigates whether the two versions would result in different outcomes depending upon students' attitudes towards learning. Indicates that the open-inquiry version shows the most positive outcomes, and students with low…

Describes using performance tasks as an assessment method to evaluate student achievement. Explains how to build a task-specific rubric and provides a list of do's and don'ts for teachers. (YDS)

Describes a collaborative professional development program, Inquiry-Based Field Studies Involving Teacher-Scientist Collaboration, that uses scientist-teacher teams to improve teachers' understanding of scientific inquiry. Reports that the project allowed teachers to develop a deeper understanding on the nature of science. (Author/YDS)