Presents the procedures, results, and conclusions of a study designed to determine if, among other things, an Inquiry program would have a continued effect on children's behavior after the novelty of the situation had passed. (LC)

Rather than just being a study of past art works, art history can also be a study of process in which students learn about describing, attributing, reconstructing, and interpreting art. Sheet music is suggested as a possible resource to develop these skills. (IS)

Reports an investigation of the epistomologic foundations of Gagne's conception of science processes. Results indicate that a commitment to inductive empiricism pervades the presently held view of science processes. Implications for science education are considered. (Author/JN)

Reviews Kenneth Pike's tagmemic theory and its application to rhetorical concerns generally. Explains his epistemological assumptions. Presents a model for speech classroom use, which allows rhetors to channel their thought processes consciously and to vary their perspectives in search of a fuller understanding of any subject. (PD)

Discusses the role that inquiry should play in social studies. Inquiry, which should be used in conjunction with expository techniques, can teach and reinforce valuable concepts and skills. (RM)

Explores the differences between the social science (SS) and reflective inquiry (RI) teaching traditions. Each tradition defines problems differently. For example, in the SS teaching tradition, the learner's problems are predefined. In the RI teaching tradition, the learner defines the problem. (AM)

Advocates studying classical rhetorics and rhetorical theorists in terms of the questions asked rather than just the answers given. (RL)

The author advocates science teaching that fosters curiosity, inquiry, and hands-on experience. (Condensed from "Virginia Journal of Education," May 1981, p13-15.) (Editor/SJL)

Reviews research and theory in argumentation from a variety of perspectives: (1) argument as a tool of inquiry; (2) argument as a tool of persuasion; and (3) argument as a form of interpersonal communication. (PD)

Defining the motivated learner as responsible, curious, and inquiring, the authors describe teaching techniques for developing student responsibility through norm setting, provoking curiosity through the use of paradox, and encouraging inquiry by helping students to frame personally meaningful questions about subject content. (Author/SJL)

The author proposes a middle ground in the debate between research and teaching in higher education. He defines them as specialized, but complementary, forms of inquiry which are both essential to intellectual life. (SJL)

Survey validity is seen to be dependent on a high rate of response. Practical advice from successful National Geographic Society surveys is provided including presurvey contacts, postsurvey follow-ups, incentives, and letters and questionnaires designed to encourage response. Response bias is not seen as insurmountable. (MLW)

Reviews the major principles and techniques from the literature on rhetorical invention that bear on honest inquiry in the framework of Graham Wallace's four stages of the creative process. (DD)