(1) teachers are unfamiliar with “messy” real-world scientific experiments, and find them deeply engaging;
(2) despite the fact that teachers in the United States and Japan both are concerned about inquiry-based teaching, they employ very different meanings of this concept.
“Using Programmable Crickets to Help Beginning Teachers Experience Scientific Inquiry,” Fred Martin and Anita Greenwood, Association for Science Teacher Education annual conference, Clearwater Beach, FL, January 2007.
“Use of Portable Technology in a Teacher Preparation Program for the Purpose of Enhancing Teachers' Understanding of Scientific Inquiry,” Sachiko Tosa, in Annual Spring Colloquium Journal on Research in Mathematics and Science Education, Volume 13, Spring 2008, University of Massachusetts Lowell.
We are developing an internet-based data acquisition and visualization system for use by teachers and students, along with instructional approaches for integrating activities based on this system into middle- and high-school science curricula.