Offers suggestions for improving teachers' techniques for questioning students, such as ceasing to ask leading questions or questions that require only a yes or no answer and instead asking questions that require deeper thought. (JC)

Analyzes the national school reform reports by Boyer, Goodlad, and Sizer, pointing out that implicit in all three reports is the need for engagement, inquiry, connection, and community. Suggests teachers examine their classrooms in light of these recommendations. (ARH)

Reports findings on variable-handling aspects of pupil performance in investigatory tasks, using data from the British Assessment of Performance Unit (APU) national survey program. Discusses the significance of these findings for assessment methodology and for understanding of 15-year-olds' approaches to the variable-based logic of investigation.…

Explains the "deliberative inquiry model," a strategy developed for investigating science education in Canada. Assumptions of the model are addressed, with information on position papers, curriculum policies, textbook analysis, teacher surveys, and case studies provided. Indicates that the project has created momentum for deliberation…

Maintains that the study of history must include the in-depth study of a topic and utilization of ideas in contemporary settings in order for history to be a more meaningful experience for young people. Provides an example to illustrate this point from the American Revolutionary War. (JDH)

A classical discrepant event involving surface area and volume can be illustrated by using paper, tape, and sand to make silos (one short, one tall) from two identical pieces of paper. Explanations of the activity and applications to packaging materials (cereal boxes) are presented. (DH)

The experiences of two social scientists in developing and implementing a teacher inservice program on inquiry skills of teachers are discussed. Problems and successes of the workshop are analyzed. (DF)

Students' understanding of basic science concepts (with particular emphasis on the interaction of science and society) was measured during a 1981-82 national assessment. These results are compared to those obtained from the Third Science Assessment (1977) to determine how students' knowledge has changed during the past five years. (JN)

Outlines a course on the Canadian governmental system. The four lessons stress the inquiry process and suggest activities which encourage the student to take an active role in experiencing a "human" dimension of the Canadian political process. (Author/DB)

Discussed is the need for teachers to improve their effectiveness in classroom skills such as questioning techniques. An instructor cognitive operation index is presented. For journal availability, see SO 505 192. (Author/DB)

Attempts to evaluate the effect of inquiry training on listening and reading skill development by providing students with experiences which encourage question-asking in a variety of language contexts, and by measuring their achievement before and after training. (Author/RK)

Discusses the treatment of political science in social studies methods textbooks for preparing preservice, precollegiate teachers to teach political science effectively. (Author/ND)

Presents examples of how fundamental geographic concepts, such as location and spatial interaction, may be used in the secondary classroom to stimulate inquiry learning. Available from: Business Manager, Geographical Education, Sydney Teachers College, P.O. Box 63, Camperdown, N.S.W. 2050, Australia. (Author/DB)

Since their release in 1996, the National Science Education Standards have provided the vision for science education reform. But has that reform actually taken hold in elementary school? "Yes!," reports Robert Yager, editor of Exemplary Science in Grades PreK-4: Standards-Based Success Stories. "Probably the Standards have done more to change…

This study investigates the effects on various learning outcomes of an inquiry-based multimedia learning environment called Astronomy Village: Investigating the Universe. Students were pre-/post-tested on their conceptual understanding, well-structured problem solving abilities, and ill-structured problem solving abilities. The results of the…