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2006 2006 The dissertation concludes by showing that, educationally, Dewey's ideas of the scientific method have different meanings in different context. It analyzes the scientific method as empirical method, critical thinking, cooperative learning, and creative thinking, and shows the place of subject matter in each of them. Feinberg, Walter Chen, Po-Nien 2015-09-25T19:54:36Z 2015-09-25T19:54:36Z 10000-01-01 Made available in DSpace on 2015-09-25T19:54:36Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3242815.pdf: 4587972 bytes, checksum: dfe7df45a3d9678bb922e45e707edb2e (MD5) Previous issue date: 2006 Embargo set by: Seth Robbins for item 81214 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs U of I Only 195 p. Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2006. http://hdl.handle.net/2142/79932 (MiAaPQ)AAI3242815 eng Education, Philosophy of John Dewey on Theory of Learning and Inquiry: The Scientific Method and Subject Matter text Education Education University of Illinois at Urbana-Champaign Dissertation Ph.D.