Abstract
Excerpt: Literacy, science, mathematics, and social studies standards all call for abundant opportunities for students to discuss, investigate, explain, defend, and apply concepts (Duschl et al., 2006; International Reading Association, 2003; National Council for the Social Studies, 1994; National Council of Teachers of Mathematics, 2000). First and foremost, the quality of a planned, implemented, and experienced inquiry-based curriculum hinges upon the socio-moral atmosphere developed through the teacher/student relationship.