Balch, Carolyn (Schmidt)
"What I Learned in School." Connect, vol. 9 no. 5, pp. 1-3, May-June 1996.
Abstract: This article chronicles what I learned during a field-testing
about how kids learn and what they think about fundamental concepts
important to flight (gravity, air pressure, weightlessness, etc.).
It's more broadly constructivist (on getting inside kids' heads)
and less focused on inquiry per se.)
"How to make lab activities more open ended." CSTA Journal, Fall 1997, pp. 4-6.
Abstract: When your students do laboratory activities, are they
simply following directions, asking whether they are getting the
"right answers," and not really learning much from the experience?
Are you bored reading a hundred identical lab reports?
De Francis, Greg
Spinning Things: An Investigation with Tops
1994 ASTC Annual Conference
Abstract: I chose this investigation as an example of what we mean
by inquiry science, and how good inquiry lessons lead to students
becoming scientists themselves: asking questions from the material;
designing experiments to answer these questions; manipulating and
changing the material in various ways to perform their experiments;
and finally possibly finding an answer to their question, but more
importantly finding new questions to ask. Thus the thinking, experimenting,
and questioning (all part of doing science) can go on and on, in
exciting and sometimes unanticipated ways. This evolves into a wonderful
and positive feedback loop for the learning process.
Edwards, Clifford H.
"Promoting Student Inquiry." The Science Teacher, Vol. 64, No. 7, October 1997,
pp. 18, 20-21.
Abstract: Inquiry is once again being widely touted as basic to
science instruction. Unfortunately, despite repeated emphasis on
this important teaching focus over many years, little inquiry learning
has historically taken place in the public schools of the United
Graham, Sandi and Jim Keighton
Drop Device Inquiry: Investigating Liquids
Museum of Life and Science
1994 ASTC Annual Conference
Abstract: This is a write-up of the design of a 3 hour staff development
workshop on inquiry using liquids as a vehicle. It includes a brief
description of the workshop, a template for the design of this workshop
that can be used for other inquiry topics, and a list of questions
that teachers asked after observing a drop device.
"Face to Face with Science Misconceptions."
Science and Children; v30 n6, pp. 39-40, Mar 1993.
Abstract: Describes an interview-a-scientist assignment for preservice
elementary teachers. Preservice teachers realized that scientists
frequently repeat experimental work, that science is not neat and
tidy, and that science requires patience and perseverance.
Using KWL to Introduce Inquiry: Balls and Ramps
(prepared for Museum Experiences Introducing Inquiry to Teachers)
The Franklin Institute
1994 ASTC Annual Conference
"Teaching for Understanding."
American Educator: The Professional Journal of the American Federation
of Teachers; v17 n3, pp. 8,28-35, Fall 1993.
(Section topic: "To Memorize and Recite or to Think and Do? Observations
from Near and Far.")
Abstract: Explores the meaning of understanding and the importance
of teaching for understanding. Typical classrooms do not give sufficient
presence to thoughtful engagement in understanding performance.
How to teach for learning is reviewed, focusing on both teaching
and assessment. The need for generative knowledge is discussed.
"How to Engage Students in Learning."
Educational Leadership; v51 n5, pp. 11-13, Feb 1994.
Abstract: Students are most intellectually engaged when they help
define lesson content, have time to pursue an interesting direction,
are allowed different forms of expression, create original and public
products, and accomplish a socially relevant task. Teachers can
help engage and empower students by developing overarching goals,
gaining insights through concept mapping, and using authentic assessment
Rossman, Alan D.
"Managing Hands-on Inquiry."
Science and Children; v31 n1, pp. 35-37, Sep 1993.
Abstract: Presents the following guidelines to consider before,
during, and after hands-on inquiry: (1) plan and prepare; (2) create
problem intrigue; (3) give students the responsibility of solving
the problem; (4) offer feedback and guidance; (5) debrief; and (6)
anticipate, prevent, monitor, and adapt.
Tinker, Robert F.
"Science Standards: Promises and Dangers."
Hands On! (TERC) v16 n1, pp. 16-19, Spring 1993.
Abstract: Discusses the challenges of creating and adhering to science
standards that were, at the time of this article, still being developed.
Warren, Beth et al.
"Sense-Making Practices in Science."
Hands On! (TERC) v15 n2, pp. 4-5, 19, Fall 1992.
Abstract: Discusses the challenges of implementing a sense-making
approach to science in the classroom. Scientific sense-making is
driven by students' questions rather than by textbooks or curricula.
Watson, Bruce and Richard Kopnicek.
"Teaching for Conceptual Change: Confronting
Phi Delta Kappan
pp. 680-684, May 1990.
Abstract: Overcoming children's misconceptions can be a challenge
in the classroom. The author suggests that a better understanding
of the social aspects of learning, how students use their conceptual
understandings outside the classroom, and how their experiences
grow into scientific models that they find satisfactory will help
teachers better understand their role.
Wolf, Dennis Palmer.
"The Art of Questioning"
Academic Connections; pp. 1-7, Winter 1987.
Abstract: This article was originally a talk delivered at the Summer
Institute of the College Boards Educational EQuality Project, held
in Santa Cruz, California, July 9-13, 1986. At the institute more
than one hundred high school and college teachers convened to consider
how concerns raised by the education reform movement can be translated
into improvements in everyday teaching practice. One topic given
particularly close attention was that of questioning in the classroom.
Dennie Wolfs remarks provided the keynote for these deliberations,
and the version of her talk presented here has been expanded slightly
to take into account questions raised by institute participants.
"An Aesthetic Approach to the Teaching of Science." Journal
of Research in Science Teaching, v19 n5, pp. 411-416, 1982.
Abstract: The role of aesthetic curiosity in the manipulation of
materials is often ignored or considered irrelevant in most science
curricula. Contemporary practice in curriculum design emphasizes
an approach that views science and art as separate types of explorations.
Some historians of technology and science suggest that basic discoveries
arise out of an aesthetic curiosity fostered by play with materials
or ideas. Experience with certain familiar materials of aesthetic
interest suggest that children will sustain play for long periods
and easily mix metaphors of art and science in developing an understanding
of the phenomena that are a part of the experience. Several examples
are given of how this might be accomplished.