Introduces a community-based science partnership in which students learn science and mathematics through inquiry-based investigations using technology and the unique history of a local cemetery. (KHR)

Studies the inquiry-based practices of secondary science student teachers (n=12) including their views of inquiry in science; their views of inquiry in science teaching; and their conceptions of facts, laws, and theories in science, or nature of science (NOS). Recommends explicit teaching of science as a discipline, including scientific…

Describes the Inquiry "I" which is designed as a learning tool for scientific inquiry. Explains the steps of prior knowledge, logical argument, experimental design, procedure, data collection, data transformation, results, and new knowledge. Uses guided and open inquiry approaches. (YDS)

Notes that through trial and error, one of the most effective activities the author and her first grade gifted reading students discovered was an Internet Inquiry method. Concludes that with the rapidly changing world, children's literacy futures will include new technology. Considers how the new technologies should support and not replace…

Presents a lesson on trees and forests that incorporates inquiry strategies by examining meaningful relationships between growth, physiology, and the utilization of trees. (KHR)

In improving urban public schools, the urgency of demands placed on research should not be allowed to reduce the complexity of answers to the problem. Heeding the call for complexity and examining areas not currently studied (e.g., implications of race, class, and gender) are key to generating research on teacher education that will be useful to…

Points out the rapid advances in biology, increasing bioethical issues, and how students need to make rational decisions. Introduces a value inquiry model development that includes identifying and clarifying value problems; understanding biological knowledge related to conflict situations; considering, selecting, and evaluating each alternative;…

Investigates the current state of technology use and know-how among members of the Association for the Education of Teachers in Science (AETS). Examines the differences between current and desired levels of knowledge about using technology as an instructional tool to enhance productivity in classroom applications and data collection and analysis.…

Describes a science learning program sponsored by the State University of New York College (SUNY) at Geneseo which brings together elementary students, parents, and university students and faculty for an evening of fun, meaningful science experiments, demonstrations, and activities. Includes sample activities. (KHR)

Describes collaborative teaching with real-world scientists in inquiry-based classrooms. Discusses its influence on students' attitudes toward science and their interest in science careers. (Author/KHR)

Describes the three major influences on theme-oriented groups: theme-centered interactional, structured, and behavioral groups. Provides a comparison of the composition and structure of theme groups during the current decade. Summarizes the general principles thought to be important in the construction and development of theme-oriented groups.…

Considers Stephen North's recent journal article, "The Making of Knowledge in Composition." Criticizes North's perception that education practitioners have private knowledge regarding what works in class and his implication that all practitioner claims to knowledge are equally valid. Argues that such claims are best verified by dialectic…

This article discusses efforts at Ohio State (1972-1975) to revamp the doctoral program in teacher education. An outcome of those efforts was the course described in this article. Rationales for inclusion of inquiry and the study of research in teacher education are given. Course content, materials and strategies are outlined. (IAH)

This was an experiment to test the extended discretion laboratory approach versus a guided-inquiry approach for teaching biology in a university setting. Among three criterion variables (examination, reports, and quizzes), only the laboratory report scores showed differences between groups and group-by-instructor interaction. (Author/YP)

Summarizes research on inquiry and investigative strategies for teaching laboratory science. Concludes that meaningful laboratory instruction is distinguished by: student engagement in science inquiry processes, student manipulation of experimental materials, and the experiential teaching of specific scientific concepts. (RT)