Discusses the need for preservice elementary teachers to experience inquiry first-hand, suggesting that they engage in problem-solving rather than just "talking about" it. A typical teacher education program is described with suggestions to incorporate inquiry-oriented experiences. An inquiry-oriented activity using sand and funnels is included.…

This study identifies the most common biological concepts presented in elementary science textbooks in Taiwan. The concepts focus on living things, animals, and plants in grades one through four. Three major areas of concern are: attributes of the three related concepts; development of the concepts focusing on content organization and their…

Two areas of research were explored in this meta-analysis: comparison of inductive versus deductive approaches and use of advance organizers. The study involved 128 characteristics for 39 studies spanning the period from 1957 through 1980. Coding variables included 57 concerned with treatment features and 12 with outcome attributes. (Author/JN)

Two areas of research were explored in this meta-analysis: comparison of inductive versus deductive approaches and use of advance organizers. The study involved 128 characteristics for 39 studies spanning the period from 1957 through 1980. Coding variables included 57 concerned with treatment features and 12 with outcome attributes. (Author/JN)

Reports results of a project focusing on the development of inquiry skills as a goal of science education. Specifies the "desired status" for effective inquiry learning; determines the "actual status" by analyzing four recently completed status studies; and compares desired and actual status to identify needs and recommend actions. (CS)

In this project, a resynthesis of the research dealing with student performance in new science curricula was conducted using refined statistical procedures. Results generally supported earlier meta-analysis studies. (CW)

The Learning Cycle Model presented is an attempt to build an articulated sequence of instructional activities that foster in-depth understanding of a complex natural phenomenon through many direct experiences that include student-generated inquiry, involve student-generated explanation and interpretation, and enrich the developed network of ideas…

Reasons for not using generative learning or inquiry-oriented strategies in teaching include the fact that it takes too much time to develop appropriate materials and the instructional pace is too slow. This research studies the thinking of elementary teachers concerning a generative learning model of instruction as they developed unit plans for…

Can cognitive research generate usable knowledge for elementary science instruction? Can issues raised by classroom practice drive the agenda of laboratory cognitive research? Answering yes to both questions, we advocate building a reciprocal interface between basic and applied research. We discuss five studies of the teaching, learning, and…

In this paper I examine the phenomenon of university teachers as researchers in their own classrooms. I use examples of three research teams in which we studied: (1) student response to a science and society course; (2) teacher and student perceptions of inquiry in a physics course; and (3) teaching and learning about the nature of science in an…

Although various governmental and professional organizations recommend that teachers use an inquiry-based approach to science education, most teachers do not use this pedagogy. Lack of content knowledge and/or insufficient skills in planning inquiry-based lessons may contribute to teachers' reluctance to utilize this methodological approach. This…

The author recently conducted a case study describing the process a suburban Ohio school district underwent when adopting a new elementary science program. The district's seven elementary schools moved from a "totally inquiry-based science program" in 1995 to a hybrid program of "inquiry-based and textbook science program" in…

This ethnographic research examined two out-of-school science practica where preservice elementary teachers learned to teach science. We wondered what teachers learned about science and teaching science, how their sense of themselves as science teachers changed, and how such settings might contribute to reform in science education to promote…

This case study explores the ways in which a beginning elementary classroom teacher gains a foothold in teaching science. The analysis includes episodes from the teacher's first three years of teaching while participating in an educational research project that investigated an inquiry-based approach to teacher professional development. The…

From a science perspective, inquiry-oriented instruction engages students in the investigative nature of science. Inquiry involves activity and skills, but the focus is on the active search for knowledge or understanding to satisfy a curiosity. This digest further describes the distinguishing features of inquiry-oriented science instruction and…