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