Thinking dialectically involves perceiving and understanding reality in terms of relationships and convergences of its interactions. Helping adults become critical thinkers means destabilizing their thinking and cultivating a sense of uncertainty. (SK)

A humanly-constructive critical theory of environmental education called "a critical ecological ontology for educational inquiry" provides a necessary complement to the socially-critical perspective by focusing on our individual and collective being in the world. A critical ecological ontology highlights the personal politic required for…

Introduces the science activity project, "Find Out Why", which targets eight- and nine-year-old children and their parents. Includes two sample activities. (YDS)

Appreciative inquiry is a form of organizational development based on principles of constructivism, poetics, anticipation, and simultaneity. The model has four phases: discovery, dream, design, and delivery. (SK)

Asserts that there are ways in which the religious commitments of colleges and universities can and do serve their academic aspirations: through providing a framework for integration of knowledge and a foundation for a spirit of truth-seeking and free inquiry. (EV)

Describes a successful approach to integrating inquiry into college non-laboratory science courses for nonmajors by building on students' innate curiosity about natural disasters. (SAH)

Presents investigations of leaf surface wetness that provide ideal opportunities for students to explore the relationships between leaf form and function, to study surface conditions of leaves and plant physiology, and to make predictions about plant adaptation in different environments. Describes simple procedures for exploring questions related…

Provides five important dimensions of integrated science at the high school level: (1) the importance of level of integration; (2) success of a conceptually coherent integrated curriculum; (3) rationale for integrated science; (4) the role of teachers and administrators in implementing an integrated science program; and (5) the process of…

Introduces a 2-day laboratory experiment on scientific inquiry and the environment. Studies antlion classification and investigates anatomy, habitat, life cycle, behavior, and other properties of antlions. Adapted for different grade levels and includes a scientific journal report. (YDS)

Indicates the importance of science literacy in the population. Makes recommendations for a successful liberal arts science course such as using an interactive inquiry oriented approach and including recent scientific views. (YDS)

Considers the difficulties in having a positive attitude toward change after the events of September 11th, 2001. Notes that the processes of coping with the change that an individual undergoes are analogous to those seen in disciplinary inquiry. (SG)

Presents a set of case studies in which students create, customize, and personalize their own scientific instruments. Finds that students become engaged in scientific inquiry not only through observing and measuring, but also through designing and building. (Author/CCM)

Addresses an underlying assumption that teaching is a skill that can be acquired by the proper training, rather than intellectual work deserving of study. Suggests an alternative basis for teacher development by promoting and demonstrating a process of pedagogical inquiry. (SG)

Explains the importance of using well-chosen trade books for stimulating student interest and motivation in the natural world. Discusses how to assess and select trade books. Lists selected trade books on the life cycles of plants. (YDS)

In a previous article, Phil Hodkinson argued that there are currently attempts to impose a methodological orthodoxy on educational research, one that is empiricist in character and privileges quantitative method. While agreeing with much of what he says, I take issue with key elements of his argument. I suggest that he presents too rosy a picture…