TRANSITIONS BETWEEN MODES OF INQUIRY IN A RULE DISCOVERY TASK

Scientists obtain their knowledge about the world through one of two m ajor modes of inquiry-observation of naturally occuring phenomena and active experimentation. Both modes of inquiry have been extensively re searched in studies of hypothesis testing behaviour and scientific inq uiry, the first in studies employing the reception paradigm, the secon d in studies employing the selection/generation paradigm. The prevalen ce of both paradigms and their correspondence to well-established mode s of scientific inquiry led to the hypothesis that subjects, if allowe d, would employ both modes of inquiry. The variables affecting the cho ice of one mode rather than the other and the transitions between the two modes were expected to shed new light on the process of scientific inquiry. To test this hypothesis, 27 adults and 27 eighth-graders wer e set three rule-discovery problems, in a computer environment that al lowed free transitions between item reception and generation. Item gen eration was significantly more prevalent in the adult sample, but almo st all the adults and approximately half the children employed both mo des of inquiry in at least one problem. When both modes of inquiry wer e employed, the reception mode tended to precede the generation mode. An inverse relationship was observed between item generation and the p roportion of positive instances supplied by the environment. Individua l inquiry styles were evident in both age groups. These results call a ttention to the need for a theory incorporating both modes of inquiry as integral components of the inquiry process. They also demonstrate t he utility of empirical investigations that let subjects freely choose which mode to employ at any point of the inquiry process.