This paper considers the use of heuristic methodology as a research vehicle for new science investigations in education. The paper describes heuristic methodology and its use as a means of new science-based research in schools. It also describes how heuristic methodology was used in a 2002 study to explain educational practices through the metaphors of chaos and complexity theory. The heuristic study relied on the intuitive or tacit knowledge of the researcher and seven participants, who held different positions in the school system. Participants attempted to examine their school through a new science paradigm while reflecting on chaos and complexity theories. The paper also discusses how this type of research knowledge might improve educational practices, improve teaching and learning, and influence educational policy. (Author/SLD)