Research on teaching through inquiry reflects the dynamic and multifaceted nature of this construct. The path to a solution is not discernible from a single vantage point. Multiple solutions are possible, and the problem-solver may be required to apply multiple criteria, sometimes in conflict with each another, to evaluate his or her options. There is a degree of uncertainty about the outcome. Understanding and decision-making is undertaken by the inquirer, who must find order in apparent disorder.
True inquiry ends with elaboration and judgement that depends upon the previous reasoning process.
Traditionally, critical thinking has been embedded in the application of various science processes. To that end, he proposed that teachers present lab problems at three levels for the purpose of developing an orientation to inquiry. At the first level, the teacher presents problems not already discussed in the text, with descriptions of different ways to approach the solution. At the second level, the teacher poses problems without methodological suggestions. At the third level the teacher presents phenomena designed to stimulate problem identification.