Indicates the difficulties for teacher educators in developing the content of courses because of changing conditions. Questions the context of the Concept Presentation assignment and asks how to progress in understanding the reflective processes involved in collaborative efforts inquiring into and improving professional practice. (Contains 30…

A videotape series produced by the Annenberg/CPB Math and Science Collection demonstrates college and secondary students' misconceptions about everyday phenomena and advocates teaching for understanding. Third International Science and Mathematic Study data show American and German teachers' interest in procedures and algorithms, compared with…

Examined preservice teachers' journeys toward becoming reflective professionals within the context of a reading/language-arts methods course and elementary field experience. Observations, journals, surveys, and interviews indicated that participants' behaviors were grouped into three categories: questioning as a way of learning, constructing a…

Describes the Alabama Science in Motion Program (ASIM) which provides hands-on science laboratories to high school students. Discusses the benefits of the program for host teachers and its impact on students and preservice teachers. (YDS)

Presents a naturalistic perspective on inquiry as a compelling philosophy for educational administration. Naturalistic inquiry is ethical, open, growing, self-corrective, fallible, and resembles scientific inquiry. Subjectivism, neo-Marxist critical theory, postmodernism, and identity politics are all creatures of the times. Thriving on relativism…

Assesses elementary students' enjoyment, ease, and confidence in doing science before and after participating in inquiry activities concerning electricity. Results were analyzed by sex and race. Participation in inquiry activities increased both African-American and Caucasian girls' enjoyment of electricity topics but Caucasian girls expressed…

Describes multicultural education and lists its basic premises. Explains the importance of science teachers' attitudes in learning. First published in 1993. (YDS)

Introduces the Envirobox Project that involves six classes from diverse regions of the United States where each class sends a shoebox including environmental samples to others. Explains the planning and preparation procedures of the project. Uses an interdisciplinary approach in the project which incorporates language arts, mathematics, social…

Uses technology to teach science courses to elementary teachers. Involves microcomputers and discusses the motivator role of technology. Introduces the course that is designed for prospective teachers and explains reasons for the development of the course. (YDS)

Points out that a shift toward inquiry-based learning is one of the main tenants of a new approach to science education that also includes technology and the history and nature of science. Includes a sample lesson of how science educators can incorporate the Internet into the classroom. (DDR)

Reports on the use of GLOBE, a teaching tool that enables students to use hands-on, inquiry-based methods to gather and interpret scientific data. Summarizes the results of teacher workshops. (DDR)

Argues that the work of Jurgen Habermas offers a means of blending modern and postmodern elements in the field of educational administration. Discusses Habermas' guiding principles, which include: (1) consensus can always be challenged; (2) power must be equalized among those communicating; and (3) the only force that should prevail is that of a…

In this response to an article that explores the practice of social inquiry in professional work by drawing from the democratic ethics of John Dewey (Danforth, 2001), tensions, unresolved issues, and seeming paradoxes in Dewey's thinking are discussed. The value of multi-perspective and multi-voiced inquiry is emphasized. (Contains references.)…

Observes that the major challenge teachers confront is resisting the urge to be a "know-it-all," to dispense facile answers, to stop the inquiry. Concludes that only after surmounting the fear of being without an answer and after a conscious decision is made to listen thoughtfully can real learning begin. (SD)

Discusses the recent interest in teacher research and inquiry, arguing that part of what makes it an official movement is that teacher research stems from various intellectual traditions and educational projects. Identifies five trends that characterize the movement and discusses the future of the movement in the face of current reforms that…