Despite robust rationales for using an inquiry-based pedagogy in university and college-level science courses, it is conspicuously absent from many of today's classrooms. Inquiry-based learning is crucial for developing critical-thinking skills, honing scientific problem solving ability, and developing scientific content knowledge. Inquiry-based pedagogy provides students with opportunities to ...

Introduction What is `safeguarding'? The Victoria Climbie inquiry Nursing evidence to the inquiry Inquiry recommendations The Government response National Service Frameworks A safeguarding guide for nurses and midwives The universality of nursing and midwifery Professional accountability Core attributes The scale of the problem Underpinning philosophy Outline of the remaining chapters Messages...

Qualitative inquiries normally take pains to make clear that they are not generalizable" (Kilbourn, 2006, p. 534). I disagree that this is or should be the norm for qualitative research in education. In this article, I discuss the kinds of generalization that come from qualitative inquiry. I argue that there are several well-established means of in which warranted generalizations can be produce...

This paper discusses how an inquiry-support software, the Progress Portfolio, can help students engage in reflective inquiry. We argue that self-regulation is one of the most critical components of reflective inquiry and present an empirical case of how the Progress Portfolio tool was designed to enable students to become self-regulated in their learning. Even though there is a rich literature ...

Though critics of traditional epistemology agree that we need to account for the role that social factors play in inquiry, developing a viable social epistemology has proved to be difficult. According to Helen Longino, it is the processes that make inquiry possible that are social, for they require a number of people to sustain them. These processes facilitate inquiry, and ensure that the resul...