Presents a case for the approach to thinking which takes logicality for granted and studies understanding. Argues that description of the qualitatively different ways in which people experience and understand various aspects of reality make up an autonomous field of inquiry, called phenomenography. (NEC)

Contrasts the naturalistic research paradigm with the scientific model, noting that the naturalistic paradigm assumes multiple reality, subject-object interrelatedness, and contextuality. Skills required for the pursuit of naturalistic inquiry are described. (JEG)

Describes an investigation involving flies. Students observe the growth of ordinary flies from the larval stage to adulthood and create poems, stories, and pictures. Concludes that not only did students learn the usual science content of an insect unit, they also began to view commonplace things in a new way. (NB)

Explains the difference between traditional and inquiry-based chemistry experiments. Modifies a traditional cookbook laboratory for determining molar volume of gas to include inquiry. Also discusses methods for assessment. (Author/NB)

Responds to Jim Garrison regarding his views on school science epistemology. Argues that the goal of science education is to "convey some understanding of scientific practice as it occurs in the everyday world in which we live." (Author/YDS)

Discusses the components of information inquiry that are necessary to meet basic information and media literacy skills. Highlights include questioning; exploration; assimilation; inference; reflection; information environments, including school, workplace, and personal; information needs; information problems; and literacy and fluency. (LRW)

Describes the use of Geographic Information Systems (GIS), which was developed during the 1980s to integrate environmental databases with automated mapmakers, and introduces a project focusing on the professional development of elementary and middle school teachers for inquiry-based teaching of environmental problems. Identifies four themes on the…

Examines four criteria that characterize John Dewey's view of reflective thought: reflection as a meaning-making process; reflection as a systematic, rigorous, disciplined way of thinking with its roots in scientific inquiry; reflection needs to happen in community, in interaction with others; and reflection requires attitudes that value the…

Considers how Richard Rorty argues that inquiry is completely different from creativity. Argues that in the pragmatic theory of inquiry as conceived by the early Charles Peirce, the novel and the familiar are so intimate with one another that Rorty's distinction turns out to be overdrawn and untenable. (SG)

Enlists classic contributions to epistemology and a theory of social rationality in pursuit of a principle of reasoning, and then turns to uses and merits of the principle in inquiry across disciplines and subjects. Argues for the principle in the context of classic approaches to epistemology and then considers it in a classic approach to social…

Discusses reliability, validity, and rigor in qualitative educational research and the need for replacing validity and reliability with a concept that values human affairs as the purpose of research. (Contains 28 references.) (YDS)

States that home economics educators need an understanding of the meaning of critical thinking and of ways to study problems of professional practice that involve the aim of critical thinking. Presents an historical review of meanings of critical thinking and suggests the use of a critical inquiry perspective to study critical thinking. (JOW)