Presents a position strongly advocating inquiry training in science for students at all levels, but particularly at the elementary level. (SL)

Several of the most common approaches to the preparation of more reflective teachers during pre-service teacher education are described. Specific strategies include: action research, ethnographic studies, writing exercises, and the Ohio State reflective teaching exercises. Empirical evidence concerning inquiry-oriented strategies is also…

Maintains that students can be taught antiprejudicial thinking by infusing their school experience with critical thinking about knowledge and life. Lists ten attitudes considered essential to the development of critical thinking and reviews classroom characteristics which support prejudice reduction. (JDH)

This article provides directions for teaching intermediate grade level children about the history which can be learned by studying old cemeteries. A sample handout for student data collection is included. (JDH)

Delineates three prevailing positions in social education theory: (1) traditional (positivist), (2) liberal/neoliberal, and (3) radical. Argues that the analysis of these positions provides a more powerful understanding of such issues as indoctrination and student selection of social problems to be studied. (JDH)

This statement, prepared by the Academy of Humanism and endorsed by 16 Humanist Laureates, decries the assault on secular humanism in the schools by conservative religionists and biblical fundamentalists. (MT)

Penetrates educational rallying symbols and technological paradigms to celebrate Donald Schon's reflection-in-action approach to teaching. Advances an alternative, nonpartisan vision of American Education that fulfills promises, opens spaces for inquiry and dialog, and overcomes a spreading passivity. Affirms freedom, imagination, passion, and the…

How content analysis schemes which focus on inquiry can be used by science teachers in the selection of science textbooks is discussed. The meanings of the concept inquiry are clarified, and why inquiry should be a major concern of science educators is explained. (RM)

Reports research findings on the relationship between play and science as complementary aspects of problem solving. The playful approach and the science approach are compared along with skills and attitudes necessary for solving scientific problems. Research findings and suggested actions on play in the classroom are summarized. (BC)

Argues that practical curriculum inquiry offers a research perspective that more fully embraces the democratic and personal than does research as usually conceived. (MLF)

Teachers can help students make relevant considerations by (1) asking appropriate clarifying questions which stimulate students to reflect on their own and others' values and the ethics of their positions and (2) using preplanned values activities such as brainstorming, rank orders, continuum, and lists. (RM)

A reassessment of John Dewey's theory of inquiry offers theoretical, practical, and ethical gains to be made in educational research. This paper explores methods of inquiry and shows how Dewey's position is incompatible with empiricist assumptions. Several misunderstandings are identified and discussed. (DF)

Argues that ethnography, because of its holistic, cross-cultural perspective, provides an inquiry process by which open-ended questions can be asked that will result in new insights about American schooling. Discusses why traditional ethnography is inadequate to the study of schools and sketches first steps of the field work inquiry process. (CMG)

A review of suggestions for curriculum materials and guidelines by different authors and educational groups shows general agreement that inquiry teaching is the most effective method for teaching social studies. Questions are offered as a way of improving social studies curriculum materials and the quality of learning and teaching. (IS)

An attempt is made to sketch recent educational trends shaping present practices, with brief assessments of nineteen specific innovations in the basic areas of teaching strategies, learning outcomes, instructional programs, and societal factors affecting education. (MB)