Presents the results of an undergraduate researcher survey which aims to determine the properties of a successful mentor. Includes a list of suggestions and tips for a successful undergraduate mentoring experience. (YDS)

Describes the development of a community of inquiry within an elementary teacher education program, examining conceptual tensions arising from the various understandings participants had of community and inquiry. Instructors viewed inquiry as the central purpose of community. Some students considered mutual support paramount, and others believed…

Follows a four-year journey of the Center for Inquiry as teachers, administrators, and university partners engage in professional inquiry. Describes evolution of processes that have challenged and validated professional development within the culture of inquiry. Notes the Richland School District Two/University of South Carolina partnership was…

Describes a method used to teach the concept of geologic time to introductory geology students using an inquiry-based approach. Students work in teams to obtain rock samples that are used to interpret the geologic history of a region. (SAH)

Describes a set of laboratory activities in which students construct a model for the relationship between potential difference (measured in volts) and current (measured in amperes) in a DC circuit with a single resistor. (SAH)

Introduces an inquiry-based program on leeches that features five components: (1) engagement; (2) exploration; (3) explanation; (4) evaluation; and (5) extension/elaboration. Investigates the anatomy and environmental conditions of leeches. (YDS)

Presents a model describing one approach for extending seemingly limited hands-on activities into full-inquiry science lessons. Presents the model as a tool for facilitating science teachers' efforts to understand and implement powerful, effective, and manageable inquiry-based science instruction. (Contains 34 references.) (Author/ASK)

Describes a teaching method used to tackle a team project in which students may use every form of communication except speech. Students must analyze a problem and collaboratively develop and test possible solutions without talking. This process often changes preconceived ideas about themselves and others, and about scientific knowledge and problem…

The social-systems perspective in organizational theory faded because the increasing complexity of social relations hindered determination of an appropriate unit of analysis. Also, the business-school environment in which organizational research occurred discouraged examination of broad social questions, promoted a particular approach to science,…

Describes a project at the Corvallis High School in rural Montana that combines three educational reforms--inclusion of students with diverse academic needs, inquiry-based teaching techniques, and instructional strategies for learning. Discusses project outcomes, including student achievement levels, student attitudes, and student expectations.…

Describes how nine teachers inquired about their students as spellers, how what they learned about students (by analyzing spelling errors) affected their instruction, and how their inquiry led to instructional changes in their classrooms. (SR)

Focuses on two of the principal issues for science curriculum developers who wish to introduce the history and philosophy of science into science teaching along with the justification for and the placement of historical materials within teachers' work schemes. Proposes a new model for inclusion of such material that directly addresses children's…

Presents personal experiences after receiving under performance criticism at key stage 3. Recommends considering content changes due to changes in the National Curriculum. Discusses ways of making change in the content and applying the new curriculum to education. (YDS)

Discusses procedures for investigating animal motion and makes suggestions for conducting a field or laboratory experiment using video. Recommends using nature videos to perform motion analysis. (YDS)

Nursing students (n=29) were tested at entry and exit in a program using inquiry-based learning, an adaptation of problem-based learning. Students continued to use memorization despite its surface learning quality. A combination of memorization, conceptualization, and reflection may be best for understanding as well as retention. (SK)