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)

Reports an investigation of the epistomologic foundations of Gagne's conception of science processes. Results indicate that a commitment to inductive empiricism pervades the presently held view of science processes. Implications for science education are considered. (Author/JN)

Reviews Kenneth Pike's tagmemic theory and its application to rhetorical concerns generally. Explains his epistemological assumptions. Presents a model for speech classroom use, which allows rhetors to channel their thought processes consciously and to vary their perspectives in search of a fuller understanding of any subject. (PD)

Discusses the role that inquiry should play in social studies. Inquiry, which should be used in conjunction with expository techniques, can teach and reinforce valuable concepts and skills. (RM)

Explores the differences between the social science (SS) and reflective inquiry (RI) teaching traditions. Each tradition defines problems differently. For example, in the SS teaching tradition, the learner's problems are predefined. In the RI teaching tradition, the learner defines the problem. (AM)

Advocates studying classical rhetorics and rhetorical theorists in terms of the questions asked rather than just the answers given. (RL)