Results of a comparative study of direct instruction and inquiry teaching models suggest that direct instruction can be used successfully with complex subject content matter at the secondary school level. In teaching legal concepts to 30 high school students, direct instruction produced higher multiple choice and essay test scores, while inquiry…

Naturalistic and experimental inquiry methods in educational research and evaluation are described and compared, using illustrations from two science education research projects. Several strengths and limitations of each inquiry style are identified. Suggests that investigators consider both paradigms in planning research and evaluation studies.…

Concepts and conceptual analysis are viewed in examining basic differences between types of questions. Six techniques used in the inquiry of concepts are: (1) isolating questions; (2) model cases; (3) contrary cases; (4) counterexamples; (5) related cases; and (6) invented cases. (JN)

Examines the difficulties that plague the middle school movement and why there has been little substantive reform in changing from junior high schools to middle schools. (Author/WD)

Investigates differing perspectives on the role played by rhetoric in the acquisition of knowledge. Concludes that rhetoric, if viewed as an act of striving for audience adherence and consensus, can be a tool of critical inquiry which moves its practitioners (scientists, philosophers, or public communicators) toward apprehending reality. (PD)

The second in a series of articles concerning the pros and cons of whether it is better to use questioning as part of the teaching device or not to question during discussion focuses on the most effective nonquestioning techniques. Alternatives to questioning are given. (JN)

Offers reasons for the recent increased attention to social studies skills on all grade levels and outlines major skills in three areas--traditional (reading, listening, speaking, discussion, map skills, and written language); inquiry (developing hypotheses, collecting and analyzing data); and values (rational analysis, reading, and citizenship…

The author outlines the inquiry approach to elementary science teaching, cites its advantages and disadvantages, provides sample lesson objectives and student evaluation methods, and lists sources of further information on this method of science teaching. (SJL)

Identifies areas within the social studies in which additional research is needed. Major areas identified are open classroom settings, inquiry and problems strategies, and values education. (DB)

The inquiry approach to learning is based on three phases. The exploratory phase encourages students to investigate a particular topic; the invention phase asks students to consider what they have learned; the final phase assists students in discovering the inadequacies of their inventions. (JN)

Cites examples of classroom episodes illustrating how values of science can be supported by the classroom teacher. Values of science are identified from the 1966 publication of the National Education Association, "Education and the Spirit of Science." (CS)

Forty-five children, ages nine through eleven, were divided into control group and experimental groups that read or wrote hunches concerning a discrepant event involving sliding blocks. Those who generated hunches were shown to learn more in subsequent inquiry behaviors designed to explain the discrepant event. (MLH)

Recommends a number of techniques and transitional activities to bridge the gap between traditional cookbook activities and the type of inquiry envisioned by the National Science Education Standards. Includes discussion on techniques related to safety and the habits of good scientists. (DDR)