Focuses on the instructional development of a professor of environmental engineering in collaboration with science education and higher education faculty members. Discusses the results of professional development in the areas of questioning strategies, thinking time for students, facilitating students' participation, and implementing…

Presents an inquiry-based science activity on pulse rate. Includes observations; developing a research question; constructing the hypothesis; designing the study; collecting, summarizing, and analyzing data; and interpretation stages in the activity. Presents information on how to use standards and benchmarks in this activity. (YDS)

Identifies literature that has the potential to introduce students to the meaning of science, inquiry, and scientists. Discusses the importance of using multiple texts to teach science, reading strategies to introduce the concept of inquiry, literature to extend student understanding of the role of inquiry in science, and the use of this cluster…

Proposes a microbial mystery activity to test students' knowledge of human anatomy and their ability to identify microbes. Provides an opportunity for students to develop logical deductive reasoning. Includes national science education standards related to this activity, activity sheets with whole procedures, and Internet resources. (KHR)

Introduces a Web-based, inquiry-oriented science activity on hurricanes in which students explore the website, conduct focused investigations, and report their findings. Presents simulations and scientific data available on the Web as instructional resources. (YDS)

Explains how digital technology can be used as a tool for teaching students the skills of observation, questioning, information gathering, classifying, predicting, and hypothesis testing. (Author/SOE)

The dispositionist bias manifests itself when behavior is overattributed to dispositions, and when contextual factors are underused when predicting behavior. Psychological processes underlying the former bias have been most thoroughly examined. Three studies support the hypothesis that trait implications of past behavior function as heuristics…

Presents two studies that explore the connection between students' language use and how they participate in small-group science activities. Describes the range of language used by groups of students while working with materials in several elementary science classrooms. Examines how students use language in small groups to discuss, clarify, and…

Examines how curriculum theorizing can be inspirational principally through discussion of a book entitled "Understanding Curriculum" (W. Pinar, W. Reynolds, P. Slattery, and P. Taubman). Concludes that, in addition to written texts, the lived experience of all who teach and learn must be "read" and thoughtfully included. (SM)

Analyzes four teacher educator communities in different contexts and entry points across the career lifespan, making the case that the education of teacher educators is substantially enriched when inquiry is a stance on the overall enterprise of teaching, schooling, and teacher education. The four illustrations are: unlearning racism, reinventing…

A model for reflective self-study by nursing faculty includes three phases: assessment (being open to critique, finding collaborative partners, formulating research questions); implementation (understanding validation criteria, choosing data collection and analysis methods, maintaining data integrity); and dissemination (communicating findings,…

Describes a classroom inquiry into expressing the number pi as the limit of a sequence of different ratios using relationships among coins and the radius of an inscribed circle. (KHR)

Describes inquiry as an instructional method from an historical perspective and discusses reasons why inquiry has rarely been successfully implemented in science classroom settings. Introduces an inquiry model, discusses coupled inquiry, and addresses the issues of control over content and curriculum. (YDS)

Describes a classroom demonstration supported by the guided-inquiry experience that focuses on separation techniques and other solvent-dependent processes, such as reaction-solvent selection. (Contains 13 references.) (YDS)

Describes demonstrations and activities developed by the Geology/Geography Department at Eastern Illinois University for undergraduate students to present in local K-12 classrooms. The presentations aid students in developing inquiry skills. Concludes that teachers found the program useful. (Author/NB)