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The purpose of this study was to investigate students' development of inquiry skills during the use of a computerized database program. The study involved the use of an interpretive research approach which was complemented by the analysis of quantitative data obtained from questionnaires.

The purpose of this session is to discuss the results of a study which investigated students' development of higher-level thinking skills in a computerised learning environment which was designed to facilitate an inquiry-based approach to learning. The session will focus on the social interactions and the influence of teachers' epistemologies on the development of students' higher- level thinking skills. In the class where the teacher implemented a constructivist-oriented approach to teaching that emphasised both the personal and social construction of students' knowledge, most students developed higher-level thinking skills. The results of this study suggest that it is not the computer itself which facilitates inquiry learning; the facilitative role of the teacher is essential for students to be able to utilise the computer as a tool of scientific inquiry.

The purpose of this session is to discuss the results of a study which investigated students' development of higher-level thinking skills in a computerized learning environment which was designed to facilitate an inquiry-based approach to learning. The study involved an interpretive research approach which was supplemented by the analysis of quantitative data obtained from questionnaires. The original theoretical framework of the study, which was based on the field of inquiry learning, was extended to include constructivist perspectives. Interpretive analyses of data were conducted from personal and social constructivist perspectives, and led to the formulation of four assertions. In particular, the session will focus on the third and fourth assertions which address the social interactions and the influence of teachers' epistemologies on the development of students' higher-level thinking skills. In the class where the teacher implemented a constructivist-oriented approach to teaching that emphasized both the personal and social construction of students' knowledge, most students developed higher-level thinking skills. The results of this study suggest that it is not the computer itself which facilitates inquiry learning; the facilitative role of the teacher is essential for students to be able to utilize the computer as a tool of scientific inquiry.

Qualitative and quantitative research methods were employed to investigate students' development of inquiry skills and higher-level thinking skills during the use of a computerized scientific database. The use of a computerized database in inquiry-based science classrooms offers the potential to facilitate higher-level learning among students, a significant issue facing students and teachers today. An interpretive research methodology was employed to facilitate understanding of the multidimensionality of the learning processes in the classroom. Data were obtained from classroom observations, interviews with teachers and students, and students' entries in their workbooks. As well, two questionnaires were developed and used to evaluate the effectiveness of the program in terms of its impact upon the development of students' inquiry skills and upon the nature of the classroom learning environment. The explanatory study resulted in the generation of assertions about the learning and teaching processes in the classroom.

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The purpose of this session is to discuss the results of a study which investigated students' development of inquiry skills in a computerised learning environment, which was designed to facilitate an inquiry-based approach to learning. The study involves an interpretive research approach which was complemented by the analysis of quantitative data obtained from questionnaires. The original theoretical framework of the study, which was based on the field of inquiry learning, was extended to include constructivist perspectives. Interpretive analyses of data were conducted from personal and social constructivist perspectives, and led to the formulation of assertions. In particular, the session will focus on the fourth assertion which addresses the influence of teachers' epistemologies on the development of students' higher-level thinking skills. In the class where the teacher implemented a constructivist oriented approach to teaching that emphasised both the personal and social construction of students' knowledge, most students developed higher-level thinking skills. Therefore, this study suggests that it is not the computer itself which facilitates inquiry learning; the facilitative role of the teacher is essential for students to be able to utilise the computer as a tool of scientific inquiry.

This paper examines the perceptions of 120 students and six teachers of the learning environment in seven inquiry-based computer classrooms. The subjects responded to the Computer Classroom Environment Inventory (CCEI) before and after using a computerized database Birds of Antarctica. The database, which was used for two school terms, has the potential for helping students to develop a wide range of inquiry skills. Generally, there was a significant increase in students' perceptions on the Investigation and openendedness scales of CCEI after using the database. A comparison of teachers' and students' profiles of perceptions at the completion of the program showed a similar trend. However, teachers' perceptions of the actual (post) classroom environment was more positive than those of the students on three of the scales of CCEI: Open-endedness, Organization and material Environment. Other aspects of the evaluation not reported in this paper involved assessment of student achievement on inquiry skills tests and a qualitative interpretive investigation of the processes involved in learning science in inquiry-oriented and computer-based environments. Overall the different aspects of the study provided complementary insights into learning in a context which was designed to emphasize both a constructivist approach and higher-level outcomes.

A study investigated the extent to which students' inquiry skills can be facilitated through the use of a computerized science database (Birds of the Antarctica) and specially designed curriculum materials. Much attention was given in the program to developing both students' inquiry skills and their subject-matter knowledge. Grade 11 and 12 students' knowledge and skills development were interpreted as they interacted with the computerized database and the curriculum materials. The constraints to the development of inquiry skills and construction of understanding were identified. The theoretical framework of the study was based on a constructivist epistemology. An interpretive research methodology was employed to interpret students' and teachers' engagement in sense making and negotiating meaning. The results of a test of inquiry skills provided supportive data that helped to answer the main research question of how students develop inquiry skills.

The purpose of the session is to discuss a study which uses an "interpretive" research methodology together with quantitative data to investigate how students developed inquiry skills using a computerised research database (Birds of Antarctica) and specially designed curriculum material. The theoretical framework of the study is based on a constructivist epistemology. An interpretive inquiry research methodology was employed to interpret students' and teachers' engagement in sense making, and negotiating meaning. The results of a test of inquiry skills provided supportive data which helped to answer the main research question of how students develop inquiry skills. An increase in students' levels of thinking and the use of higher-level inquiry skills occurred mainly in classes where discussions and negotiations of meaning became an integral part of the learning processes. In these classes, students were able to generate higher-level questions and design complex investigations while interacting with the database. These classes also were characterised by significant gains in achievement as measured by the inquiry skills tests.

This paper discusses a study in progress which involves the use of a computerised research science database (Birds of the Antarctica) and specially designed curriculum materials. The purpose of the study is to investigate the extent to which students’ inquiry skills can be facilitated by the materials. Much attention is given in the programme to developing both students’ inquiry skills and their subject-matter knowledge. Year 11 and 12 students’ knowledge and skills development are interpreted as they interact with the computerised database and the curriculum materials. Preliminary findings about students’ abilities and perceptions are discussed and, in particular, constraints to the development of inquiry skills and construction of understanding are explored.

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Increasing emphasis is being given to a Science-Technology Society (STS) approach to learning in order to develop students' higher order thinking skills, and their creative and technological abilities to cope in a modern information society. This presentation will discuss a research study in progress that adopts an STS approach which involves the use of a computerised research science database (Birds of the Antarctica), and specially designed curriculum materials. The purpose of the study is to investigate the extent to which this approach can facilitate the development of students' inquiry skills. Much effort is given in the program to developing both students' inquiry skills and subject-matter knowledge. A 'constructivist' view of learning is being employed to interpret students' knowledge and skills development as they interact with the computerised database and the curriculum materials in Year 11 and 12 classes in two Perth secondary schools. The researcher and teachers are engaged in a collaborative approach; the teachers are facilitators of students' learning, and the researcher observes and interacts with students. This presentation will elaborate on an inquiry skills instrument and a Computer Classroom Environment Inventory (CCEI) specially designed for the study. Preliminary findings about students' initial abilities and perceptions will be discussed.

Small intestine and liver play major roles in lipid and lipoprotein metabolism. Both organs contain high activities of phospholipase A, but little is known regarding the hormonal regulation of this enzyme in these tissues. In the present study, phospholipase A activity was measured in male rats treated with subcutaneous injections of 17 beta-estradiol or progesterone. Estradiol treatment (0.6 mg/day for 14 days) decreased intestinal and hepatic phospholipase A activities by 65% and 53%respectively. Administration of estradiol reduced the specific activity of the enzyme in both microsomal and cytosol fractions of the intestinal mucosa. In contrast to the effects of estradiol, progesterone administration (2 mg/day for 14 days) increased phospholipase A activity in intestinal and hepatic tissue by 2.4- and 2.1- fold, respectively. Sex hormones; Phospholipase A; Lipoproteins; Amnion; Chorioallantois; Corticotropin. (jes)