Using movie scenes about being trapped in quicksand as a starting point, this inquiry-oriented lesson engages students in a novel study of density. Students collect and graph data collected on a variety of objects placed in a mixture of sand and water. From their findings, students consider misconceptions about quicksand and its real dangers. (DLH)

Attempts to strengthen the connection between theory and practice in the inquiry discussion. Presents three curricular perspectives prevalent today and situates inquiry curriculum among these perspectives. Addresses several critiques of inquiry curriculum. Provides scenarios and identifies the beliefs underlying these opposing perspectives in an…

Examines the historical and theoretical foundations of the factory model of education and contrasts it to the more recently developed inquiry model. Argues that the factory model of education is no longer useful since democracy in the twenty-first century requires citizens who are able to think critically and use learning and language flexibly to…

Addresses the concept of "Standardized Tests as Quality Control." Discusses the types of assessment used in today's schools and the need for a new perspective concerning assessment. Outlines a different perspective for assessment, one based on reflective inquiry rather than measurement. Explains the characteristics that have helped…

Considers how nonfiction is the genre most likely to spur children's passion and wonder for learning. Describes how educators teach students that their best writing teachers are the authors they love, not the encyclopedias they need for beginning research. (SG)

Explores the possibility of using inquiry as a way of understanding and assessing learning, reviewing assessment literature; discussing the meaning of learning, knowing, and teaching; considering notions of learning that seem to be excluded from current assessment practices; and uncovering similarities between learning, knowing, and inquiring that…

Introduces land snails for use in inquiry-based science activities. Describes common characteristics and safety considerations while introducing students to land snails. Explains procedures for inquiry-based use of land snails in classrooms. (YDS)

Describes a project using a multidisciplinary approach for the simultaneous integration of a theme into several disciplines in which participating students apply techniques they learned during the semester and report their findings with a poster presentation. (YDS)

Suggests techniques used to analyze models and describes preservice elementary teachers' experiences as they critically examined popular models used in many elementary classrooms. (KHR)

Presents a study to determine the methods inquiry geneticists use to solve dynamic complex computer-generated transmission genetics problems; specifically, their strategies and conceptual knowledge. Develops a hierarchical framework and pathway for solving problems through geneticist solution protocols and interviews. (Contains 32 references.)…

Focuses on correlations between messages enacted during employment interviews and participants' subsequent perceptions about the interview's success. Indicates cybernetic tension in the interviewer-interviewee relationship. Shows a relationship between the ways this tension was balanced during the interview and its perceived success. (RAE)

Presents a questioning strategy designed to provide teachers with tools for thinking about questions and their use in classroom science inquiry. Topics discussed include history, relationships, application, speculation, and explanation. (JRH)

Discusses the virtues of philosophy that carry over from teaching philosophy in higher education to teaching philosophy to children. Examines the characteristics of the "Philosophy for Children" program. Discusses the use of that program for teaching children about ethical values. (BC)

Reviews the basic assumptions of two paradigms of inquiry, the rationalist and the naturalist, to determine which one provides the best fit for one-to-one formative evaluation of instructional materials focusing on learnability issues. Conclusions suggest the naturalistic assumptions are more suitable. (13 references) (LRW)

Modes of thought (symbolic, imagic, affective), thinking processes (reasoning, intuiting), and habits of mind should be exercised in elementary and middle schools. Interdisciplinary processes of inquiry and organization of curriculum around major ideas and questions are a better way to prepare youth. (SK)