Using "hands-on" instruction in the science classroom has obvious value for both teachers and students. However, just because a type of instruction does not allow students to physically interact with objects does not mean it is not worthwhile. One method the author has found to be productive and engaging for students uses examples of historical…

Describes an interdisciplinary investigation of air pollution in a school in which students wrote the proposals, set up experiments, analyzed their data, and formulated conclusions. (JRH)