Background: Asking questions is an important scientific practice, and students around the world are expected to learn how to ask their own research questions while performing inquiry. In contrast to authentic scientific inquiry, in most simple inquiry tasks that are carried out in schools, the research questions are given to the students. Here, we characterized the teaching and learning of rese...

The purpose of the study was to examine how the Interrogative Model of Inquiry (IModel), developed by Jaakko Hintikka and Matti Sintonen for the purposes of epistemology and philosophy of science, could be applied to analyze elementary school students’ process of inquiry in computer-supported learning. We review the basic assumptions of I-Model, report results of empirical investigation of the ...

M any teachers have uttered the following statement, or at least something similar: “I do not know exactly how to define inquiry, but I know it when I see it.” This intuitive understanding may work for onlookers, but something greater is needed from those who lead instruction in our classrooms. For many years, publications such as the National Science Education Standards (NRC 1996) and The Scie...

The purpose of this paper is to provide an account the development Appreciative Inquiry Method (AIM) from its origins as a method for knowledge elicitation use organisational inquiry. In paper, I describe contributions that research and practice have made it evolved into soft Although clear Vickers notions appreciative systems methodology are major influences, there some important practical dif...

This paper sketches the broad outlines of the philosophical and methodological foundations of an emerging approach to inquiry — ‘integral inquiry’ — and how this form of inquiry may be applied to futures studies, leading to an approach which has come to called ‘Integral Futures’. A version of this paper appeared in: Futures, vol. 40, no. 2, pp. 190-201, 2008. Special Issue Title: ‘Integral Futu...