This study examined teachers' expressions of the dynamic characteristics of open inquiry, which emphasize the scientific, continuous, and flexible thinking and affective aspects associated with the inquiry process. Metacognitive prompts supported teachers' reflections as they engaged in an open inquiry process. Using both qualitative and…

Argues that two theoretical components of a model known as the Conceptual Change Model (CCM) are beneficial constructs for teachers to use when helping students negotiate scientific discourse. Contains 34 references. (DDR)

Describes a study on the extent to which different children hold animistic notions and the meaning of those notions. Explores the idea of preservice science teachers as researchers. (DDR)

Argues that teachers are challenged to understand how constructivism can serve as a referent for teaching. Discusses one approach that provides opportunities for teachers to practice innovative strategies while engaging in discourse about the process. Contains 25 references. (DDR)

Describes the professional development framework utilized in the Integrating Laboratory Instruction and Assessment (INLAB) project directed at changing teacher practice. The framework is based upon the establishment of an intellectual community of learners. (DDR)