In the United Kingdom, university science undergraduates specialize in a single science subject for the entire 3-4 years of study. This study examines images of the nature of science held by science students in their final year at university. Data are drawn from a longitudinal interview study of 11 students engaged in open-ended project work at…

This paper examines the teacher research process from two points of view: that of a university-based researcher and that of a school-based classroom researcher. Speaking from the experience of engaging in research from both perspectives, the paper presents six reflections on teacher research that describe the special nature of inquiry as conducted…

This paper, in exploring the context for liberal education and the ideas of John Dewey, illustrates the difference between training and inquiry and offers ideas about how the two depend on each other in practice. The paper describes proficiency as a direct result of quality training, which establishes routinized habits. This discussion also…

Designed to introduce students to the world through nonfiction, this book presents easy-to-follow suggestions for class projects, activities, strategies, and learning centers. The book uses an integrated approach to promoting inquiry in the classroom through the use of quality nonfiction. Aimed at middle grade students and using vignettes which…

This supplement to the first and second editions of "Invitations to Science Inquiry" contains about 100 more discrepant events (occurrences or happenings which go against what we usually think likely) presented in the second edition plus 50 additional discrepant events. Discrepant events function by causing dissonance between what is…

Most conventional school science curricula and the teaching practices that implement them offer students no firsthand contact with working science. This paper seeks to answer the following questions: (1) How can "school science" claim to offer a basis for education in or about science at all? (2) What is the status of this claim in relation to…

Common questions that children ask can promote creative thinking. The question, "What will happen if...?" can set the stage for creative problem solving by encouraging the use of the scientific method. The scientific method involves learning how to hypothesize, recording procedures for experimentation, developing skills in observation and data…

Article considered how learning takes place by examining the transfer of attitudes and principles at the heart of the educational process. (Author/RK)

Describes the Inquiry Role Approach for biology in which group work leads to enhancement of attitudinal, social and inquiry skills. (LS)

Article focused on the teaching behaviors which facilitate successful student inquiry. (Author/RK)

Article discussed the inquiry approach in teaching music. (Editor/RK)

Being aware of and using factual, conceptual and contextual questions is vital to the teaching-learning experience. (JH)

Reviewed are research studies demonstrating classroom teacher inadequacy in question asking. (CL)

Presents detailed teaching plans for activities with "rubberized" magnets as well as background information and alternative teaching-learning approaches. This activity may be used to develop student skills in inferring and in observing evidence of interaction. Includes instructions for equipment construction. (BR)

Kaplan (1964) describes the now classic distinction between "logic-in-use," the more or less logical cognitive style and procedures used by the educational scientist, and "reconstructed logic," the scientist's after-the-fact, explicit formulation and idealization of the logic and procedures. However, most technical documents…