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Journal articles on the topic 'Methodology of inquiry'

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Published: 10 December 2022

Last updated: 28 January 2023

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1

Муттанен, А. "Formal Methodology." Logical Investigations 15 (November 30, 2009): 296–313. http://dx.doi.org/10.21146/2074-1472-2009-15-0-296-313.

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In general terms, methodology is a study of the entire scientific inquiry process: how science arrives at the posited goal. There are different kinds of goals for scientific inquiry. For example, goals may be epistemic (truth), aesthetic (simplicity) or several kinds of pragmatic goals (efficiency, economy, and explanatory power). It is not the concern of methodology what this goal happens to be. More generally, formal methods turned out to be effective tools in philosophical analysis, in the paper we will show this introducing the interrogative model and some basic properties of it, let us mention the covering law theorem. Finally we will formulate some philosophical implications of the model introduced.

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St. Pierre, Elizabeth Adams. "Writing Post Qualitative Inquiry." Qualitative Inquiry 24, no. 9 (October 9, 2017): 603–8. http://dx.doi.org/10.1177/1077800417734567.

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This article explains how writing served the author as a method of inquiry for several decades and how a long preparation using Derrida’s deconstruction, Foucault’s historical approaches, and Deleuze and Guattari’s experimental concepts slowly deconstructed conventional humanist qualitative methodology enabling post qualitative inquiry. The author encourages those who inquire now, after the ontological turn, to break the habit of rushing to preexisting research methodologies and, instead, to follow the provocations that come from everywhere in the inquiry that is living and writing.

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St.Pierre, Elizabeth Adams. "Haecceity: Laying Out a Plane for Post Qualitative Inquiry." Qualitative Inquiry 23, no. 9 (September 4, 2017): 686–98. http://dx.doi.org/10.1177/1077800417727764.

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This article traces 25 years of scholarship that used the concept haecceity to slowly deconstruct or deterritorialize conventional qualitative methodology and think post qualitative inquiry, which might help lay out a plane of inquiry that will enable new concepts and practices such as using concepts instead of methods to inquire.

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Gildersleeve, Ryan Evely, and Kelly W. Guyotte. "Readymade Methodology." Qualitative Inquiry 26, no. 8-9 (October 24, 2019): 1122–30. http://dx.doi.org/10.1177/1077800419881661.

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Neither inside, nor outside. Between art and non-art. Visual artist, Marcel Duchamp’s readymade art installations of the early 20th century mapped a space of between-ness, of liminality, through previously drawn boundaries in the art world. In this article, we put forth readymade methodology as a liminal approach to (post)qualitative research. Drawing from Duchamp’s readymade art installations, we situate dominant methodological practices as collections of ready-made techniques and technologies for interpreting the world (research as instrumentation); such processes, we argue, are distinct from readymade inquiry (research as immanent and multiplicitous). Readymade methodology disorients knowings and illustrates lines of flight produced from inversions of taken-for-granted technical application of research methods. In this article, we think methodology differently, not limiting ourselves to the constraints/comforts of conventional qualitative methodology. Just as Duchamp interrogated the in-between of art and everyday life, readymade methodology flourishes in/with the potentiality of twisted liminal spaces in (post)qualitative inquiry.

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Jung, Sangwon. "Inquiry of van Manen’s Hermeneutic Phenomenological Methodology." Korean Association for Qualitative Inquiry 4, no. 1 (March 15, 2018): 1–30. http://dx.doi.org/10.30940/jqi.2018.4.1.1.

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6

Engel, John D. "Introduction: Issues of Methodology in Qualitative Inquiry." Qualitative Health Research 2, no. 4 (November 1992): 373–74. http://dx.doi.org/10.1177/104973239200200401.

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7

Palmisano, Joseph Redfield. "John Henry Newman’s Methodology for Theological Inquiry." Newman Studies Journal 9, no. 2 (2012): 65–78. http://dx.doi.org/10.5840/nsj20129224.

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Palmisano, Joseph Redfield. "John Henry Newman’s Methodology for Theological Inquiry." Newman Studies Journal 9, no. 2 (2012): 65–78. http://dx.doi.org/10.1353/nsj.2012.0023.

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9

Appleton, Jane V., and Lindy King. "Constructivism: A Naturalistic Methodology for Nursing Inquiry." Advances in Nursing Science 20, no. 2 (December 1997): 13–22. http://dx.doi.org/10.1097/00012272-199712000-00003.

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10

Bresler, Liora. "Embodied Narrative Inquiry: A Methodology of Connection." Research Studies in Music Education 27, no. 1 (December 2006): 21–43. http://dx.doi.org/10.1177/1321103x060270010201.

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11

Simons, Helen, and Brendan McCormack. "Integrating Arts-Based Inquiry in Evaluation Methodology." Qualitative Inquiry 13, no. 2 (March 2007): 292–311. http://dx.doi.org/10.1177/1077800406295622.

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12

Corbett, Katharine T., and Howard S. (Dick) Miller. "A Shared Inquiry into Shared Inquiry." Public Historian 28, no. 1 (2006): 15–38. http://dx.doi.org/10.1525/tph.2006.28.1.15.

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Shared inquiry is a key component of reflective public history practice. All good historical practice is reflective, but public history requires a special commitment to collaborate, to respond, to share both inquiry and authority. Because trained practitioners and lay people often seek different pasts for different purposes, public historians may find themselves poised between advocacy and mediation, monitoring and adjusting their own behavior through the process of shared inquiry. Since public history is inherently situational, there is no one-size-fits-all methodology. Drawing on thirty years of shared public history experience, the authors reflect on situations in which they strove to share both inquiry and authority.

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13

Lather, Patti. "(Post)Feminist Methodology." International Review of Qualitative Research 1, no. 1 (May 2008): 55–64. http://dx.doi.org/10.1525/irqr.2008.1.1.55.

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This paper puts the nature of scientificity on the feminist agenda. Sedgwick's reparative reading, Spivak's dislocating negotiation, Wilson's analytics of breaching and Lather's getting lost are unpacked via exemplars from recent feminist re-inscriptions of empirical work in order to begin to grasp what is on the horizon in terms of new analytics and practices of inquiry.

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14

Watson, Heather, and Trevor Wood-Harper. "Deconstruction Contexts in Interpreting Methodology." Journal of Information Technology 11, no. 1 (March 1996): 59–70. http://dx.doi.org/10.1177/026839629601100106.

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This paper considers how a methodology's theory and practice shapes contexts for interpretation. With these two terms as starting points, we also address a paradoxical situation: any description of interpreting contexts is bound to leave something out. To address this, we propose deconstruction as a double strategy for critically interpreting contexts in each situation. This relies on terms of existing oppositions in conceptual frameworks but seeks to displace the limitations they impose on how we conduct inquiry. Since meaning is context-bound but contexts are boundless, we argue that inquiry should be conducted through critical perspectives, and we describe this in terms of a systems analyst's expertise in conceptual triangulation: the defining of an unknown point in relation to two known extremes.

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Al‐Twal, Arwa. "Narrative inquiry: A proposed methodology for Wasta research." Thunderbird International Business Review 63, no. 4 (March 18, 2021): 517–21. http://dx.doi.org/10.1002/tie.22200.

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Shidmehr, Nilofar. "Poetic Inquiry as a Responsive Methodology of Research." International Journal of Communication and Linguistic Studies 12, no. 2 (2015): 1–14. http://dx.doi.org/10.18848/2327-7882/cgp/v13i02/43648.

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Mays, Chris, and Julie Jung. "Priming Terministic Inquiry: Toward a Methodology of Neurorhetoric." Rhetoric Review 31, no. 1 (January 2012): 41–59. http://dx.doi.org/10.1080/07350198.2012.630957.

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18

Persico, Christine, and W. Thomas Heaney. ""Group Interviews: A Social Methodology for Social Inquiry."." Adult Education Quarterly 38, no. 2 (June 1988): 122–23. http://dx.doi.org/10.1177/0001848188038002015.

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Gale, George, and Niall Shanks. "Methodology and the birth of modern cosmological inquiry." Studies in History and Philosophy of Science Part B: Studies in History and Philosophy of Modern Physics 27, no. 3 (September 1996): 279–96. http://dx.doi.org/10.1016/s1355-2198(96)00008-1.

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20

Powers, Penny. "Discourse analysis as a methodology for nursing inquiry." Nursing Inquiry 3, no. 4 (December 1996): 207–17. http://dx.doi.org/10.1111/j.1440-1800.1996.tb00043.x.

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Ulmer, Jasmine B. "Posthumanism as research methodology: inquiry in the Anthropocene." International Journal of Qualitative Studies in Education 30, no. 9 (June 12, 2017): 832–48. http://dx.doi.org/10.1080/09518398.2017.1336806.

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22

Clandinin, D. Jean. "Narrative Inquiry: A Methodology for Studying Lived Experience." Research Studies in Music Education 27, no. 1 (December 2006): 44–54. http://dx.doi.org/10.1177/1321103x060270010301.

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23

Greene, Jennifer C. "Is Mixed Methods Social Inquiry a Distinctive Methodology?" Journal of Mixed Methods Research 2, no. 1 (January 2008): 7–22. http://dx.doi.org/10.1177/1558689807309969.

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24

Wiener, Chad. "Methodology in Socrates’ Examination of the Slave." Dialogue 50, no. 3 (September 2011): 443–67. http://dx.doi.org/10.1017/s0012217311000503.

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ABSTRACT: I argue that Socrates employs both elenchus and the method of hypothesis in the examination of the slave. I show that the elenchus is a necessary step of the inquiry. Being reduced to ignorance, Socrates tacitly uses the method of hypothesis to move the slave from ignorance to correct opinion. I tease this out from the questions Socrates asks. Although the method of hypothesis begins from a question distinct from elenchus, the solution to the problem leads the slave to answer the original question. The examination shows that the two methods can be employed in a sustained inquiry.

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Jack-Malik, Sandra, and Miao Sun. "Unexpected Learning: Two PhD Candidates Narratively Inquire Into Their Experiences With an ESL Group." LEARNing Landscapes 3, no. 1 (March 1, 2009): 207–23. http://dx.doi.org/10.36510/learnland.v3i1.326.

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We inquired into stories we lived whilst members of an ESL group. We used a narrative inquiry methodology. Our inquiry revealed tensions between identities given and identities continually negotiated between teacher, student and group member. Dewey’s (1938) concept of experience, notions of literacy acquisition (Collins & Blot, 2003; Cummins, 2001; Heath, 1983; Rose, 1989; Street, 1995), and Connelly and Clandinin’s (1990) ideas about teacher knowing, teacher identity and curriculum serve as the theoretical framework. Our inquiry helped us imagine educational landscapes which are responsive to ESL learners and a place where members of dominant discourse communities can wonder about the existence of hegemony.

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Faulkner, Sandra. "Crank up the Feminism: Poetic Inquiry as Feminist Methodology." Humanities 7, no. 3 (August 23, 2018): 85. http://dx.doi.org/10.3390/h7030085.

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In this autoethnographic essay, the author argues for the use of poetic inquiry as a feminist methodology by showing her use of poetry as research method during the past 13 years. Through examples of her poetic inquiry work, the author details how poetry as research offers Women’s, Gender, and Sexuality Studies scholars a means of doing, showing, and teaching embodiment and reflexivity, a way to refuse the mind-body dialectic, a form of feminist ethnography, and a catalyst for social agitation and change. The author uses examples of her ethnographic poetry that critique middle-class White motherhood, address the problems of White feminism, and reflects the nuances of identity negotiation in research and personal life to show the breadth of topics and approaches of poetic inquiry as feminist research practice and feminist pedagogy.

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Fúnez-Flores, Jairo Isaac. "Intellectual histories and the academic drama of narrative inquiry." Revista Brasileira de Pesquisa (Auto)biográfica 3, no. 9 (December 20, 2018): 871–84. http://dx.doi.org/10.31892/rbpab2525-426x.2018.v3.n9.p871-884.

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The article draws on Victor Turner’s (1980) heuristic concept of social drama to construct an academic drama between diverging intellectual genealogies. It reviews narrative inquiry’s intellectual history and uses a dramaturgical perspective throughout to emphasize the varying diverging narrative paths this form of inquiry has taken. The intellectual history reviewed is not exhaustive but rather limited to a few scholars involved in developing narrative inquiry into a methodology and as a counter-narrative practice.

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Zimmerman, Aaron Samuel, and Jeong-Hee Kim. "Excavating and (Re)presenting Stories." International Journal of Adult Vocational Education and Technology 8, no. 2 (April 2017): 16–28. http://dx.doi.org/10.4018/ijavet.2017040102.

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Narrative inquiry has been a popular methodology in different disciplines for the last few decades. Using stories, narrative inquiry illuminates lived experience, serving as a valuable complement to research methodologies that are rooted in positivist epistemologies. In this article, we present a brief introduction to narrative inquiry including narrative data collection, analysis and interpretation. Situating narrative inquiry under the umbrella of post-qualitative research, we argue that, because of its ability to communicate evocative stories and to inspire empathy, narrative inquiry is an indispensable methodology in the study of human being and becoming, making this methodology an important contribution to the field of adult vocational education and technology.

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Rogerson, Ann, Mandy Morgan, and Leigh Coombes. "Hysterical inquiry: A methodology emergent through a dutiful daughter." Theory & Psychology 28, no. 6 (November 6, 2018): 823–42. http://dx.doi.org/10.1177/0959354318807564.

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This article theorises hysterical inquiry as an emergent methodology for feminist psychological research. Our example is based on a daughter’s experience of caring for her dying mother. During this process, it becomes apparent that she is only present as caregiver—her mother/daughter encounter has been suppressed by contemporary discourses of caregiving responsibility. Drawing on Freud, Lacan, and feminist theories of psychoanalysis, the daughter undertakes an hysterical quest to locate her missing encounter with her mother. Traversing language structure, she embarks on various journeys, disruptions, and distractions as a network of methodological strategies emerge; speaking eloquently, silently writing, rhythmically weaving her textural engagement with the terrain. As her questions and her scope of inquiry expands, we illustrate the emergence of hysterical inquiry as a viable methodology to address questions treated as invalid within traditional research methodologies.

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Manankil-Rankin, Louela. "Moving From Field Text to Research Text in Narrative Inquiry." Canadian Journal of Nursing Research 48, no. 3-4 (December 2016): 62–69. http://dx.doi.org/10.1177/0844562116684728.

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Narrative Inquiry is a research methodology that enables a researcher to explore experience through a metaphorical analytic three-dimensional space where time, interaction of personal and social conditions, and place make up the dimensions for working with co-participant stories. This inquiry process, analysis, and interpretation involve a series of reflective cognitive movements that make possible the reformulations that take place in the research journey. In this article, I retell the process of my inquiry in moving from field texts (data sources) to research text (interpretation of experience) in Narrative Inquiry. I draw from an inquiry on how nurses experience living their values amidst organizational change to share how I as an inquirer/researcher, moved from field texts to narrative accounts; narrative resonant threads; composite letter as the narrative of experience; personal, practical, and social justifications to construct the research text and represent it another form as a poem. These phases in the inquiry involve considerations in the analytic and interpretive process that are essential in understanding how to conduct Narrative Inquiry. Lastly and unique to my inquiry, I share how a letter can be used as an analytic device in Narrative Inquiry.

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31

Steele, Kirstin. "Terms of inquiry." Bottom Line 27, no. 1 (May 6, 2014): 11–13. http://dx.doi.org/10.1108/bl-01-2014-0003.

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Purpose – The purpose of this study is to ponder the past, present and future of library jargon and librarianship. Design/methodology/approach – This paper takes the form of an opinion piece. Findings – The library profession and its vocabulary will continue to evolve. Originality/value – Most serials were once published on paper according to a schedule. This idea might sound as strange to young library patrons as paying for journals with bitcoins sounds to me.

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32

Spector-Mersel, Gabriela. "Narrative research." Narrative Inquiry 20, no. 1 (October 11, 2010): 204–24. http://dx.doi.org/10.1075/ni.20.1.10spe.

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As a result of the popularization of the narrative idea and the considerable diversity existing among narrative studies, a rather “all included” conception has arisen, in which the framework of narrative inquiry has been significantly blurred. For narrative inquiry to persist as a unique mode of investigation into human nature, a complementary dialogue is required that aims at outlining its core, alongside the emphasis given in the literature on diversity as its hallmark. As a possible reference point for this debate, recognizing the narrative paradigm that has crystallized since the “narrative turn” is suggested. The narrative paradigm is discussed in light of six major dimensions — ontology, epistemology, methodology, inquiry aim, inquirer posture and participant/narrator posture — indicating that it coincides with other interpretive paradigms in certain aspects yet proffers a unique philosophical infrastructure that gives rise to particular methodological principles and methods. Considering the narrative paradigm as the essence of narrative inquiry asserts that the latter is not confined to a methodology, as often implied. Rather it constitutes a full-fledged research Weltanschauung that intimately connects the “hows” of investigation to the “whats”, namely premises about the nature of reality and our relationships with it.

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Vaidya, Anand. "Intuition and Inquiry." Essays in Philosophy 13, no. 1 (2012): 285–96. http://dx.doi.org/10.5840/eip201213116.

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Recent work in philosophical methodology by experimental philosophers has brought to light a certain kind of skepticism about the role of intuitions in a priori philosophical inquiry. In this paper I turn attention away from a priori philosophical inquiry and on to the role of intuition in experimental design. I argue that even if we have reason to be skeptical about the role of intuition in a priori philosophical inquiry, we cannot remove intuition from inquiry altogether, because appeals to intuition are essential for experimental design.

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Clandinin, D. Jean, Marie T. Cave, and Charlotte Berendonk. "Narrative inquiry: a relational research methodology for medical education." Medical Education 51, no. 1 (November 2, 2016): 89–96. http://dx.doi.org/10.1111/medu.13136.

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35

Dossa, Shama. "Arts-Informed Inquiry: Possibilities and Potential for Decolonising Methodology." Kohl: A Journal for Body and Gender Research 5, Spring (April 1, 2019): 45–56. http://dx.doi.org/10.36583/kohl//5-1-6.

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This paper explores the potential and contextual difficulties of experimenting with arts-informed research as a methodology through a decolonizing transnational feminist lens in the context of Pakistan. The approach was applied as part of a study with community development workers to explore the theory and practice or praxis of empowerment in development discourse. Although challenging, I believe that the approach has the potential to make research more relevant, accessible, and community-centered, honouring diverse ways of knowing. It can facilitate critical collaborative meaning-making in every day contexts, which is important for community development, women’s movements, and feminist theorizing.

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36

Ramlo, Susan E., David McConnell, Zhong-Hui Duan, and Francisco B. Moore. "Evaluating an Inquiry-based Bioinformatics Course Using Q Methodology." Journal of Science Education and Technology 17, no. 3 (March 4, 2008): 219–25. http://dx.doi.org/10.1007/s10956-008-9090-x.

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Gunn, Wendy, and Louise B. Løgstrup. "Participant observation, anthropology methodology and design anthropology research inquiry." Arts and Humanities in Higher Education 13, no. 4 (October 2014): 428–42. http://dx.doi.org/10.1177/1474022214543874.

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38

Barton, Sylvia S. "Narrative inquiry: locating Aboriginal epistemology in a relational methodology." Journal of Advanced Nursing 45, no. 5 (March 2004): 519–26. http://dx.doi.org/10.1046/j.1365-2648.2003.02935.x.

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39

Lattuada, Pier Luigi. "Integral Transpersonal Inquiry." Integral Transpersonal Journal 15, no. 15 (December 2020): 13–37. http://dx.doi.org/10.32031/itibte_itj_15-itiq.

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The human experience appears as an integral participatory dialogue between the individual and his environment. This article will outline the essential lines for an Integral Transpersonal Inquiry (ITIq) a method of research able to study the Circuit of Experience by framing the individual feeling-thinkingacting within an integral dynamic process that includes the subject of experience, the object of investigation and the field. I’ll present the ontology, the epistemology and the methodology of an integral transpersonal approach to research in the psychological field, focusing on inner experiences, its contents and vehicles.

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Wright, Peter R., and Peter M. Wakholi. "Festival as methodology: the African cultural youth arts festival." Qualitative Research Journal 15, no. 2 (May 5, 2015): 213–27. http://dx.doi.org/10.1108/qrj-01-2015-0012.

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Purpose – The purpose this paper is to consider festivals as sites for inquiry and learning. Design/methodology/approach – The research employed a pluralistic approach to the inquiry drawing on critical African-centred pedagogy, participatory action research, and performance as research inquiry. These arts-based research methods allowed insights to be gained in ways that were congruent to the arts and participants who enacted them. In total, 12 young people and six elders of diverse African heritage as well as two artists were participants in the research. Findings – The research revealed that the festival as a research methodology was both dialogic and performative and a rich site for the exploration of identity negotiation. Through these arts-based approaches the aesthetic elements often missed by traditional social science methods were highlighted as key in exploring acculturation socialistaion experiences and deconstructing exclusionist discourses emanating from the dominant culture. Research limitations/implications – The research affirmed the power of multi-modal approaches to research and the importance of evocative discourses in identity exploration and development. Originality/value – This research is the first known attempt to theorise an arts-based festival as a research approach in reference to enculturation and cultural memory.

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Cacciattolo, Marcelle, Mark Vicars, and Tarquam McKenna. "Behind closed doors: negotiating the Ethical Borgs in qualitative inquiry." Qualitative Research Journal 15, no. 1 (February 2, 2015): 98–108. http://dx.doi.org/10.1108/qrj-11-2014-0058.

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Purpose – The Ethical Borgs are a fictional panel of a set of people who have the task of attending to the manner in which research “should” occur. The scenario is a series of “fictionalised encounters” between two researchers presenting their research proposals to the panel for approval. The purpose of this paper is to revisit and play out two researchers’ individual and collective experiences of gaining ethical clearance as emergent researchers. The tension of their place and status in academia drives their identity. Design/methodology/approach – This paper is presented in the form of a short play. The focus is on the manner in which the performance of the academic self as researcher can be impeded or assisted by the deliberations of the “Ethical Borgs”. These fictional encounters demonstrate the tension of being located in the in-between worlds of researchers in-waiting who need to negotiate their roles and whose ethical anxieties are critiqued through the lens of the “naive inquirer” the “too hard don’t touch inquirer” and the “medicalised” lens inquirer. Findings – The major themes examined in this paper address how the Ethical Borgs increasingly exercise power and have authority to authorise social inquiry. Originality/value – Questions that are also raised include what academic approval is required to inquire? How does a naive inquirer manoeuvre his or her way through institutionalised and bureaucratic procedures?

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42

Haydon, Gunilla, and Pamela van der Riet. "Narrative inquiry: A relational research methodology suitable to explore narratives of health and illness." Nordic Journal of Nursing Research 37, no. 2 (October 21, 2016): 85–89. http://dx.doi.org/10.1177/2057158516675217.

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This paper proposes the need for further qualitative research to gain valuable insight into individuals’ experiences of health and illness and the suitability of narrative inquiry as a methodology to investigate these experiences. It is essential to increase qualitative knowledge of individuals’ experiences of illness in order to improve and personalise their care. Narrative inquiry aims to understand knowledge gained from the individual’s narrative of their experiences. Narrative inquiry explores experiences through the dimensions of temporality, sociality and spatiality. The aspect between these dimensions provides an exploratory structure for narratives surrounding health and illness: temporality – when did the illness begin, how will it influence the future; sociality – cultural and personal influences on views of illness; spatiality – surroundings, such as hospitals, and their influence on the health–illness perspective. Narrative inquiry not only provides a deep understanding of the investigated phenomena, it is also provides a rich vibrant narrative presentation of findings for the reader and user of research.

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St. Pierre, Elizabeth A. "Post Qualitative Inquiry in an Ontology of Immanence." Qualitative Inquiry 25, no. 1 (May 27, 2018): 3–16. http://dx.doi.org/10.1177/1077800418772634.

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Because post qualitative inquiry uses an ontology of immanence from poststructuralism as well as transcendental empiricism, it cannot be a social science research methodology with preexisting research methods and research practices a researcher can apply. In fact, it is methodology-free and so refuses the demands of “application.” Recommendations for those interested in post qualitative inquiry include putting methodology aside and, instead, reading widely across philosophy, social theories, and the history of science and social science to find concepts that reorient thinking. Post qualitative inquiry encourages concrete, practical experimentation and the creation of the not yet instead of the repetition of what is.

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Yeom, Ji-Sook. "Implementing Relational Ethics in Narrative Inquiry as a Research Methodology." Early Childhood Education Research & Review 24, no. 2 (April 30, 2020): 357–73. http://dx.doi.org/10.32349/ecerr.2020.4.24.2.357.

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45

Mor, Yishay, Steven Warburton, and Niall Winters. "Participatory pattern workshops: a methodology for open learning design inquiry." Research in Learning Technology 20, sup1 (August 2012): 19197. http://dx.doi.org/10.3402/rlt.v20i0.19197.

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46

Boldsen, Sofie. "Social Interaction Style in Autism: An Inquiry into Phenomenological Methodology." Journal of Phenomenological Psychology 52, no. 2 (December 21, 2021): 157–92. http://dx.doi.org/10.1163/15691624-12341389.

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Abstract Autistic difficulties with social interaction have primarily been understood as expressions of underlying impairment of the ability to ‘mindread.’ Although this understanding of autism and social interaction has raised controversy in the phenomenological community for decades, the phenomenological criticism remains largely on a philosophical level. This article helps fill this gap by discussing how phenomenology can contribute to empirical methodologies for studying social interaction in autism. By drawing on the phenomenology of Maurice Merleau-Ponty and qualitative data from an ongoing study on social interaction in autism, I discuss how qualitative interviews and participant observation can yield phenomenologically salient data on social interaction. Both, I argue, enjoy their phenomenological promise through facilitating attention to the social-spatial-material fields in and through which social interactions and experiences arise. By developing phenomenologically sound approaches to studying social interaction, this article helps resolve the deficiency of knowledge concerning experiential dimensions of social interaction in autism.

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Rodríguez, H. D., A. A. Gamboa-Suárez, and W. R. Avendaño-Castro. "Impact of the inquiry based-science methodology on learning physics." Journal of Physics: Conference Series 1672 (October 2020): 012016. http://dx.doi.org/10.1088/1742-6596/1672/1/012016.

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48

Kohan, Walter Omar, and Magda Costa Carvalho. "Finding Treasures: Is the Community of Philosophical Inquiry a Methodology?" Studies in Philosophy and Education 38, no. 3 (March 6, 2019): 275–89. http://dx.doi.org/10.1007/s11217-019-09659-y.

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St. Pierre, Elizabeth A. "Decentering Voice in Qualitative Inquiry." International Review of Qualitative Research 1, no. 3 (November 2008): 319–36. http://dx.doi.org/10.1525/irqr.2008.1.3.319.

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Abstract:

This paper deconstructs the concept voice, situating it in the same discursive formation as other concepts that organize conventional, interpretive qualitative inquiry, including presence, narrative, and experience. The author suggests that the overturning of an epistemology and methodology grounded in phonocentrism enables an inquiry that may no longer be recognized as “qualitative.”

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Meyers, Susan K. "Program Evaluations of Occupational Therapy Level II Fieldwork Environments: A Naturalistic Inquiry." Occupational Therapy Journal of Research 9, no. 6 (November 1989): 347–61. http://dx.doi.org/10.1177/153944928900900603.

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Three occupational therapy Level II fieldwork environments—mental health, adult physical disabilities, and pediatrics—were evaluated with the naturalistic inquiry methodology. Students and supervisors described and compared and contrasted ideal clinical education environments with actual Level II fieldwork environments. The naturalistic inquiry methodology and the salient factors in each of the three evaluated environments are summarized.

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