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2. Theoretical Framework 19<br />
Problem Solving. Inquiry learning shares m<strong>an</strong>y aspects with problem solving.<br />
Inquiry activities are similar to problem solving activities, because just like problem<br />
solving, inquiry involves thinking that is directed towards achieving a specific goal.<br />
The specific goal in scientific inquiry lies in investigating a question or hypothesis<br />
that is determined before running <strong>an</strong> experiment in or<strong>der</strong> to find <strong>an</strong>swers to this<br />
question or hypothesis. Newell <strong>an</strong>d Simon (1972) defined problem solving as a<br />
process of tr<strong>an</strong>sformation using operators from <strong>an</strong> initial problem state to a goal<br />
state. In terms of this definition of problem solving, the initial state in inquiry<br />
learning is the development of a hypothesis; the goal state is the rejection or<br />
accept<strong>an</strong>ce of that hypothesis. The operators are processes <strong>an</strong>d methods, leading<br />
from the initial hypothesis to the final phase of <strong>an</strong> experiment. Similar to problem<br />
solving, inquiry learning c<strong>an</strong> be regarded as a challenging domain, because it<br />
requires regulation to solve problems (S<strong>an</strong>doval & Reiser, 2004).<br />
Discovery Learning. De Jong (2006) defines inquiry learning as guided discovery<br />
learning. Although discovery learning itself puts the learner in the role of a scientist,<br />
inquiry learning just mimics the process that scientists engage in. In contrast to<br />
discovery learning, advocates of inquiry learning agree that learners need to be<br />
guided to learn from running experiments (Hmelo-Silver et al., 2007). Discovery<br />
learning <strong>an</strong>d inquiry learning share the mutual goal of emphasizing the active role of<br />
the learner. Students acquire knowledge through testing their own knowledge by<br />
coordinating new experiment results with existing knowledge. This coordination<br />
process c<strong>an</strong> be enabled through specific inquiry activities such as autonomous<br />
hypothesis generation <strong>an</strong>d creating situations of cognitive conflict (Limón, 2001).<br />
Existing Approaches to Inquiry Learning<br />
Prominent approaches to inquiry learning em<strong>an</strong>ate from a two-level view that<br />
distinguishes between <strong>an</strong> object-level system <strong>an</strong>d a meta-level system (Nelson &<br />
Narens, 1994). At <strong>an</strong> object-level, activities directly affecting perform<strong>an</strong>ce (e.g.<br />
developing a hypothesis) are <strong>bei</strong>ng carried out. Processes on a meta-level (e.g.