Home > Strategies and Skill Development > Conceptual Strategy Families > Inquiry > Literature Notes - Inquiry

Inquiry strategies form an important aspect of critical thinking and are a significant goal for education in science and other academic subjects (Collins, 1993; Collins & Stevens, 1982; Sandoval, 2004; Suthers & Hundhausen, 2003; White, 1998). Inquiry strategies draw upon a variety of ontological and epistemic representations and strategies to guide thinking, but depend also on learning metacognitive skills that enable the inquirer to recognize which specific categories and strategies are likely to be most fruitful, and which can be used to generate questions to be answered in further exploration of the subject.

Collins, A., & Stevens, A. L. (1982). Goals and strategies of inquiry teachers. In R. Glaser (Ed.), Advances in instructional psychology (Vol. 2, pp. 65-119). Hillsdale, NJ: Erlbaum.

Collins, A. (1993). Epistemic forms and epistemic games: Structures and strategies to guide inquiry. Educational Psychologist, 28(1), 25-42.

Sandoval, W. A. (2004). Explanation-driven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345-372.

Suthers, D., & Hundhausen, C. (2003). An empirical study of the effects of representational guidance on collaborative learning. Journal of the Learning Sciences, 12(2), 183–219.

White, B. Y. (1998). Inquiry, modeling, and metacognition: Making science accessible to all students. Cognition and Instruction, 16(1), 3-118.

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