This publication focuses on three questions: Why inquiry?, What does inquiry look like?, and What are some issues associated with shifting toward inquiry-based practices? Contributing authors are scientists, teachers, researchers, professional development specialists, and administrators. Many work with students from diverse cultural backgrounds and socioeconomic circumstances. Settings ranged from science lessons with primary students to informal meetings with experienced teachers.

Electronic reproduction.

PART ONE: Why Inquiry? -- Some Thoughts of a Scientist on Inquiry / Bruce Alberts -- The Three Faces of Inquiry / Gerald F. Wheeler -- Teaching Science as Inquiry / Rodger W. Bybee -- Considering the Scientific Method of Inquiry / Fred N. Finley and M. Cecilia Pocoví -- PART TWO: What Does Inquiry Look Like? -- Science as Argument and Explanation: Inquiring into Concepts of Sound in Third Grade / Sandra K. Abell, Gail Anderson, and Janice Chezem -- Designing Classrooms That Support Inquiry Richard Lehrer, Susan Carpenter, Leona Schauble, and Angie Putz -- Ways of Fostering Teachers’ Inquiries into Science Learning and Teaching / Emily H. van Zee. -- Learning to Teach Science Through Inquiry: A New Teacher’s Story / Deborah L. Roberts -- Kids Questioning Kids: “Experts” Sharing / Marletta Iwasyk -- Eyes on Science: Asking Questions about the Moon on the Playground, in Class, and at Home / Akiko Kurose -- How Can I Tap into Children’s Curiosity in Science? / Rebecca Kwan -- Giving Children a Chance to Investigate According to Their Own Interests / Constance Nissley -- How Does a Teacher Facilitate Conceptual Development in the Intermediate Classroom? / Judy Wild -- The Science Inquiry Conference—A Better Way! / Diantha Lay -- Science Beyond Labeling / Rhonda Hawkins -- Collaborative Conversations: Strategies for Engaging Students in Productive Dialogues / Dorothy Simpson -- Teacher Inquiry / David Hammer -- Inquiry in the Informal Learning Environment / Doris Ash and Christine Klein -- The Need for Special Science Courses for Teachers: Two Perspectives / Lillian C. McDermott and Lezlie S. DeWater -- Inquiry Teaching in Biology / Kathleen M. Fisher -- PART THREE: What Issues Arise With Inquiry Learning and Teaching? -- Instructional, Curricular, and Technological Supports for Inquiry in Science Classrooms / Joseph Krajcik, Phyllis Blumenfeld, Ronald Marx, and Elliott Soloway -- Constructing Scientific Models in Middle School / Karen Amati -- Metacognitive Facilitation: An Approach to Making Scientific Inquiry Accessible to All / Barbara Y. White and John R. Frederiksen -- Young Children’s Inquiry in Biology: Building the Knowledge Bases to EmpowerIndependent Inquiry / Kathleen E. Metz -- Inquiry Learning as Higher Order Thinking: Overcoming Cognitive Obstacles Anat Zohar -- Teaching Science as Inquiry for Students with Disabilities / J. Randy McGinnis -- Appropriate Practical Work for School Science—Making It Practical and Making It Science / Brian E. Woolnough -- Assessing Inquiry / Audrey B. Champagne, Vicky L. Kouba, and Marlene Hurley -- Implications for Teaching and Learning Inquiry: A Summary / Jim Minstrell.