Introduces land snails for use in inquiry-based science activities. Describes common characteristics and safety considerations while introducing students to land snails. Explains procedures for inquiry-based use of land snails in classrooms. (YDS)

Describes a project using a multidisciplinary approach for the simultaneous integration of a theme into several disciplines in which participating students apply techniques they learned during the semester and report their findings with a poster presentation. (YDS)

Suggests techniques used to analyze models and describes preservice elementary teachers' experiences as they critically examined popular models used in many elementary classrooms. (KHR)

Presents a study to determine the methods inquiry geneticists use to solve dynamic complex computer-generated transmission genetics problems; specifically, their strategies and conceptual knowledge. Develops a hierarchical framework and pathway for solving problems through geneticist solution protocols and interviews. (Contains 32 references.)…

Focuses on correlations between messages enacted during employment interviews and participants' subsequent perceptions about the interview's success. Indicates cybernetic tension in the interviewer-interviewee relationship. Shows a relationship between the ways this tension was balanced during the interview and its perceived success. (RAE)

Presents a questioning strategy designed to provide teachers with tools for thinking about questions and their use in classroom science inquiry. Topics discussed include history, relationships, application, speculation, and explanation. (JRH)

Discusses the virtues of philosophy that carry over from teaching philosophy in higher education to teaching philosophy to children. Examines the characteristics of the "Philosophy for Children" program. Discusses the use of that program for teaching children about ethical values. (BC)

Reviews the basic assumptions of two paradigms of inquiry, the rationalist and the naturalist, to determine which one provides the best fit for one-to-one formative evaluation of instructional materials focusing on learnability issues. Conclusions suggest the naturalistic assumptions are more suitable. (13 references) (LRW)

Modes of thought (symbolic, imagic, affective), thinking processes (reasoning, intuiting), and habits of mind should be exercised in elementary and middle schools. Interdisciplinary processes of inquiry and organization of curriculum around major ideas and questions are a better way to prepare youth. (SK)

Discusses uses of technology in education from different points of view such as inquiry learning, access, and equity. Describes some obstacles of technology such as school environment constraints, lack of good materials, fragmented marketplace, and inequitable access. (ASK)

Presents an activity in which students attempt to design a fair test--a test in which one variable at a time is changed--that will result in the slow melting of a single piece of valentine heart candy in the mouth. Students identified and defined "normal placement" as a control variable and measured melting time to establish baseline data. (WRM)

Presents four stories of teachers and learners engaged with natural phenomena. Relates stories of elementary students' inquiry into ecosystems, sound, and matter, and college students' inquiry into the moon. Includes a set of guidelines for helping teachers characterize inquiry in their own classrooms. (Author/WRM)

Critiques the conceptual framework of "The Bell Curve: Intelligence and Class Structure in American Life." Concludes evidence is grounded in the classical tradition, which may be the case for some of their data, but conclusions and policy recommendations are based on assumptions and not grounded in data. Discusses limitations of scientific…

Appreciative inquiry, an approach focused on generation of a vision for an organization, may be adapted for management classes. Students and teachers conduct collaborative inquiry into successful experiences, creating positive images that generate positive action in the classroom. (SK)

Discusses the recommendation in "Benchmarks for Science Literacy" and "National Science Education Standards" of teaching science through inquiry. Describes research focused on inquiry, investigation, and interpretation in a preservice science teacher preparation program. (Contains 14 references.) (YDS)