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Preface | p. vii |
Acknowledgments | p. xiii |
The Editors and Authors | p. xv |
Developing Students' Inquiry Strategies: A Case Study of Teaching History in the Middle Grades | p. 1 |
Teaching Problem Finding to Elementary Students: Views from the Trenches | p. 47 |
Where Students Get Creative-Productive Ideas for Major Projects in the Natural and Social Sciences | p. 63 |
The Phantom of the Science Fair | p. 93 |
Caught in the Web: Internet Risks for Children | p. 119 |
Collaboration in Student-Oriented Teacher Inquiry | p. 129 |
White Water during Inquiry Learning: Understanding the Place of Disagreements in the Process of Collaboration | p. 149 |
The Embodied Conductor: Concert Pianists, Diaper Dancers, and the Fine Art of Creative Variability in Performance | p. 165 |
Creating Change: Teachers' Reflections on Introducing Inquiry Teaching Strategies | p. 207 |
Teacher Models of Teaching Inquiry | p. 235 |
Teachers' Use and Understanding of Strategy in Inquiry Instruction | p. 247 |
The Hidden Curriculum and Multicultural Education: A Potential Barrier to the Implementation of an Inquiry-Driven Curriculum | p. 271 |
The Role of the Teacher in Opening Worlds of Inquiry-Driven Learning with Technology | p. 287 |
Promoting Authentic Inquiry in the Sciences: Challenges Faced in Redefining University Students' Scientific Epistemology | p. 301 |
Author Index | p. 325 |
Subject Index | p. 337 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.