This document reports on a study that attempts to move beyond the polarization of labels and move toward a unity that transcends distinctions of gender and gender's embeddedness in the larger culture. While the traditional male model in studies of cognitive approaches has been challenged by feminist scholars, there is still some question of the efficacy of current methodology and terminology in addressing and understanding differences in cognitive styles not necessarily attributable to gender differences. This study extends feminist terminology and perspective to the more inclusive "alternative.""Alternative" is intended to include all non-traditional cognitive strategies and to better define them within the limits of language. This exploratory study proposes a more holistic conceptual paradigm that encompasses a variety of learning approaches. These approaches are measured by a dialectic instrument that strives for a more authentic equity in method as well as in interpretation. The instrument is designed to move beyond the polarity and structural observational format of traditional discourse coding categories. The dimensions measured are: (1) process and goal oriented; (2) discovery and didactism; (3) rational and intuitive; (4) separate and related; (5) exclusion or inclusion; (6) breadth and concentration; (7) support and challenge; (8) personal and impersonal; (9) self-concern and other concern; (10) inner-directed and outer directed; and (11) listening and speaking. Through these conceptual lenses, both the content and intent of student discourse in third grade science classes is examined and interpreted. The instrument used for the research and charts and graphs illustrating study results are included in appendixes. (Author/DK)