To determine the inquiry strategies which would be acquired by deaf children involved in a science-oriented inquiry development program based on J. Suchman's discrepant event approach, 27 deaf students aged 10 to 13, in five groups, responded to eight discrepant events related to the science topic of heat. (Author)

Suggests using games to teach students how to ask effective questions. Games include "I've Got a Secret,""What's My Career,""To Tell the Truth,""Jeopardy,""Stump the Teacher,""Ten Q," and "Question Circle." (KC)

Investigates the effect of seven different scientific inquiry activities on visitors' understanding of the science underlying an interactive exhibit. Findings indicate that the interpretation activity was the most effective in facilitating visitors' understanding and the prediction activity was the least effective. Other findings are discussed and…

Introduces, in four steps, the "How-Tos" of the process of inquiry. Illustrates the inquiry cycle with examples from the inquiries of two teachers, and notes that the inquiry process provides a structure for the process of thinking about teaching. (SR)

There is a need to develop acceptable methods of inquiry that can be the focal point for connecting the technical components of the curriculum with related mental processes The mental processes integral to the work of a technologist are defining the problem, analyzing, computing, measuring, questioning/hypothesizing, constructing models, testing,…

Presents an inquiry analysis tool and adaptation principles to help teachers evaluate and adapt laboratory instructional materials to be more inquiry-oriented. Based on the National Research Council's (NRC) essential features of inquiry. (NB)

Asserts that design-based research, which blends empirical educational research with theory-driven design of learning environments, is an important methodology for understanding how, when, and why educational innovations work in practice. Illustrates design-based research, noting relationships with other research methodologies, challenges faced by…

Presents an activity that tests the absorbency of different brands of paper towels. Suggests making this activity into an open-ended inquiry type of activity. Includes sample questions to guide students, topics for class discussion, and sample methods of using the absorbency activity. (KHR)

Presents an experiment that challenges the claim that sprouting radish seedlings release chemicals into the environment that inhibit germination of lettuce seeds. Reports that although no simple allelopathic demonstration was observed, the experiment provides fertile ground for further experimentation in inquiry-based laboratory experiences. (JRH)

Thinking dialectically involves perceiving and understanding reality in terms of relationships and convergences of its interactions. Helping adults become critical thinkers means destabilizing their thinking and cultivating a sense of uncertainty. (SK)

A humanly-constructive critical theory of environmental education called "a critical ecological ontology for educational inquiry" provides a necessary complement to the socially-critical perspective by focusing on our individual and collective being in the world. A critical ecological ontology highlights the personal politic required for…

Introduces the science activity project, "Find Out Why", which targets eight- and nine-year-old children and their parents. Includes two sample activities. (YDS)

Appreciative inquiry is a form of organizational development based on principles of constructivism, poetics, anticipation, and simultaneity. The model has four phases: discovery, dream, design, and delivery. (SK)

Asserts that there are ways in which the religious commitments of colleges and universities can and do serve their academic aspirations: through providing a framework for integration of knowledge and a foundation for a spirit of truth-seeking and free inquiry. (EV)

Describes a successful approach to integrating inquiry into college non-laboratory science courses for nonmajors by building on students' innate curiosity about natural disasters. (SAH)