There were many sessions that focused on promoting inquiry in science teaching. I wish I could have attended all of them, but the ones I could get to had some great ideas. Nancy Chesley and Lynn Farrin from the Main Mathematics and Science Alliance demonstrated the use of probes to determine students conception and misconceptions about a topic prior to the unit.
Debra Mullinnix from the University of Houston-Downtown shared a template for lesson planning that promotes inquiry.
And in a different context, Jennifer Berry and Jennifer Perry from Tennessee shared their experiences as teacher-researchers. They participated in summer programs at Vanderbilt University that had classroom teachers serve as research assistants to university professors. They then translated their research into lesson plans for their classrooms.