REFEREED ARTICLE ABSTRACTS
J.L. (2009a). 'Polite directiveness' in science inquiry:
A contradiction in terms? Cultural Studies in
Science Education, 4(4), 855-864.
is a nearly ubiquitous part of recommendations for
effective practice in school science worldwide.
Teachers often experience difficulties, however, in
engaging students in inquiry activities in which
they are asked to explore physical phenomena (and
energy) and, from their inquiries, derive
appropriate conclusions about nature. It has long
been recommended that teachers guide students
through such inquiry activities. In Alandeom W.
Oliveira’s paper, teachers are encouraged to conduct
this guidance in polite ways; that is, to use polite
discourse practices. A key strategy for
accomplishing this was to engage teachers in a
summer institute, in which they were asked to