Teachers training for elementary school teaching made significant gains on a test measuring their understanding of the nature of scientific hypothesis construction, testing, and use after completing a free-response linear program. (AL)

Describes a study, involving high school earth science teachers, to determine if the level of the teacher's questions influenced student achievement. Students of the 20 teachers who tended to use more high level inquiry questions surpassed the performance of students of 20 teachers who tended to use low level inquiry questions. (PR)

Describes a teaching technique where students are to describe in detail, identify the unusual aspects of, and then provide an explanation of puzzling events or situations" in terms of previous experience and known scientific principles. Illustrated with examples, mostly chemical. (AL)

Describes questioning techniques for elementary school science instruction. Emphasis is placed on questions designed to assist students in value clarification. Stress is placed on personal thoughts, feelings, alternatives, consequences and self-direction. (JM)

Describes five aspects of learning as applied to science instruction. Learning readiness, meaningfulness of material, activity and passivity, motivation, and transfer of training are presented in relation to psychological views stated by Ausubel, Bruner, Gagne, Hendrix, Karplus, Piaget, and Suchman. Views given by Gagne and Karplus are considered…

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)