Reports on the implementation of an extracurricular course for fifth-grade students that focuses on the structure and function of animals. Students participate in direct observation of animals, watching videotapes, group discussion, and building kits and games. (DDR)

Describes the interrelations of inquiry-oriented curricula and the development of inquiry skills and scientific curiosity among high school students in Israel. Results for whole classes seem to indicate a high correlation between inquiry performance and level of curiosity, but this is not reflected in the performance of individuals. (Author/BB)

This study examines the relationship between teachers' and students' priorities regarding instructional practices and the actual occurrence of these practices in the classroom. A Likert-type inventory provided the data. Levels of agreement varied. The validity of the results and their implications for curriculum evaluation and instruction are…

Discusses responses to student questionnaires used to identify the effect of instructional strategies on study practices and attitudes towards biology. Concludes that while organized teaching has a stronger effect on study skills, teaching by enquiry has a stronger effect on curiosity and interest. (Author/CW)

Compared transactions in junior/senior high biology classes and indentified relationships between classroom conditions, lesson format, and instructional activities. Found instruction characterized by inquiry-oriented, laboratory-based learning led and guided by the teacher, with only medium dependence on the textbook. Also found the Structured…

Presents a rationale for teaching inquiry skills and describes a learning module which was designed to develop inquiry skills and provides a realistic view of the nature of scientific research for secondary science students. Explains the module's evaluation procedures and results. (ML)

Following a discussion of the role and importance of practical laboratory tests, describes an instrument designed for inquiry-oriented practical examinations. The instrument consists of 21 categories representing different inquiry skills. Examples and illustrative data based on results in biology matriculation examination in Israel are reported.…

Students' justifications for the three-item formats provided were compared. The study confirmed the usefulness of justifications as a diagnostic tool and offered recommendations regarding the use of justifications, including their use in the construction of two-tier items. (Author/CW)

Describes a study to diagnose grade 8 (n=185) and grade 10 (n=170) Israeli students' difficulties in causal thinking while studying biology. The two main difficulties found are (1) inability to organize events according to their correct temporal sequence and (2) inability to identify an event that had been caused by another event. (MDH)

Described is a study of 147 students that indicated a high proportion of students did not understand the concept of limiting factors. Textbook presentations that create problems are discussed. Strategies which may be more effective in teaching the concept are suggested. (CW)