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The purpose of this paper is to provide a set of criteria within a format that teachers, student teachers, and supervisors can use to better understand what inquiry is and how to evaluate the extent to which it is being incorporated into classroom activities. The evaluative criteria are organized into an instrument and are divided into the following categories: the lesson, student behavior, teacher behavior, and questioning techniques. Twenty-five criteria are included in the instrument. Properly used, the instrument should assist the user in determining where he is now and how, with continued application of the criteria, he can become a more inquiry-oriented individual. The instrument can be used to evaluate one lesson or a series of lessons. (MLH)

The general purposes of this study were to analyze responses on five Piagetian formal operational tasks in a test-retest situation to determine the extent to which taking a pretest effected scores on posttests and to determine task and examiner reliabilities. Significant test score gains on Piagetian tasks appeared to result from test-retest effects. (PEB)

The primary goal is to explain the theory, and further, to expand a scheme of instruction and classroom procedures that arise as a consequence of his theory. Whenever possible, these ideas will be put forth using examples in physics context in an effort to elucidate difficult ideas. (DF)

Presents the results of two Piagetian conservation tasks administered to high school students. It was found that not many were at the formal operations level. Similar evidence is presented for college students. Concludes that development of formal thought must be a focus of all teachers. (DF)