Introduces Vee mapping as an alternative method for traditional lab reports. Discusses six areas concerning Vee maps: (1) focus question; (2) word list; (3) concept map; (4) events; (5) data and analysis; and (6) conclusion. Explains the use of Vee maps and reasons for their use. (YDS)

Identifies specific functions that reading, in combination with writing and talking, can serve in mathematical inquiries and contribute to a better understanding of how inquiry experiences can be planned and supported in secondary mathematics classrooms. Analysis of data led to identification of 30 functions of reading that are specific to…

Uses two assessment methods to measure student competence in conducting scientific inquiry. Investigates 32 high school students for a relationship between scientific inquiry capability and success in making discoveries. Defines scientific inquiry, scientific discovery, and the relationship between these two concepts. (Contains 70 references.)…

Employs hierarchical linear modeling to examine the relationship between professional development and the reformers' vision of teaching practice. Indicates that the quantity of professional development in which teachers participate is strongly linked with both inquiry-based teaching practice and investigative classroom culture. (Contains 39…

Recommends using science fiction television episodes, novels, and films for teaching science and motivating students. Studies Newton's Law of Motion, principles of relativity, journey to Mars, interplanetary trajectories, artificial gravity, and Martian geology. Discusses science fiction's ability to capture student interest and the advantages of…

Introduces a laboratory experiment that investigates and compares the carbon monoxide content of automobile exhaust and cigarette smoke using gas chromatography techniques. (YDS)

Advocates the use of springtails (Collembola) in the K-12 classroom as a model invertebrate that can easily be reared and manipulated to demonstrate key concepts in biology. Describes experimental procedures using springtails. (SAH)

Presents investigative approaches to teaching molecular biology. Emphasizes a deductive determination of the nature of nucleic acids visualized in a gel, and a comparison of different genomes. Asks why students should take it on faith that what they view on a gel is DNA. (SAH)

Discusses "Philosophy for Children," a K-12 curriculum employing a pedagogy called the "community of inquiry." Discusses thinking and democracy; cognition in the classroom; teaching distributed thinking (text-as-model); promoting discussion and a community of inquiry; learning to do philosophy; philosophy and judgment; and the…

Argues that the National Science Education Standards is an atheoretical document because it fails to prescribe scientific theories worth knowing, define the role of scientific theories in scientific literacy, or outline a framework to conduct research on the inquiry method. (DDR)

Describes WebQuests as inquiry-oriented activities in which most information is found on the World Wide Web and is designed to engage higher-level thinking skills. Offers suggestions on how to design good WebQuests that will offer quality materials, emphasizing the importance of finding good Web sites to base them on. (LRW)

Documents an instructional methodology to teach a fundamental reasoning skill during scientific inquiry: the evaluation of empirical evidence against multiple hypotheses. Uses an instructional framework with iterative cycles that lends itself to authentic scientific inquiry by providing a nontraditional approach to three aspects of learning: (1)…

Introduces the Earth Science Summer Institute for elementary teachers, a program of professional development in content and inquiry. Focuses on concepts and learning demonstrating the interconnectedness of earth science topics. (Author/YDS)

Introduces a chemistry course designed for preservice teachers that focuses on increasing the knowledge of students using hands-on, constructivist, inquiry-based science experiences. (YDS)

Examines the kind of peer learning that demands high-level cognitive processing, discussing how peer interaction influences cognitive processes (structuring peer interaction and using guided reciprocal peer questioning); how to promote cognitive processing (knowledge construction and integration and socio- cognitive conflict); metacognition; and…