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2. Theoretical Framework 23<br />
Inquiry Cycle<br />
Inquiry learning is often used as a method to guide the learner through complex<br />
scientific problems. It is <strong>an</strong> activity that involves several phases such as coming up<br />
with a research question <strong>an</strong>d developing a hypothesis. In a next phase, the research<br />
question is investigated by systematically altering variables in <strong>an</strong> experiment<br />
(Künsting, Thillm<strong>an</strong>n, Wirth, Fischer, & Leutner, 2008). Data from this experiment<br />
including several experiment runs <strong>an</strong>d students‟ observations c<strong>an</strong> then be used in <strong>an</strong><br />
<strong>an</strong>alysis <strong>an</strong>d evaluation phase to build the base for developing scientific knowledge.<br />
Although the phase of collecting empirical data c<strong>an</strong> vary depending on the approach<br />
taken (Quint<strong>an</strong>a et al., 2004), much iteration is required (Bl<strong>an</strong>k, 2000; White &<br />
Fre<strong>der</strong>iksen, 1998). Therefore, to engage students in scientific thinking by<br />
investigating particular problems, a continuous cycle of inquiry is needed (White &<br />
Fre<strong>der</strong>iksen, 2000). Inquiry learning is cyclical; the investigation of a phenomenon<br />
requires usually more th<strong>an</strong> conducting one experiment because results from one<br />
experiment often lead to conducting a follow-up experiment. After a first full inquiry<br />
cycle, sp<strong>an</strong>ning from orientation to <strong>an</strong>alysis <strong>an</strong>d results, there should be a next full<br />
inquiry cycle <strong>an</strong>d so forth. An inquiry activity also c<strong>an</strong> <strong>an</strong>d should be iterative,<br />
because the inquiry cycle does not consist of a rigid sequence of phases, but of a<br />
flexible one, which c<strong>an</strong> be adapted. That is why, the scientific method c<strong>an</strong> help<br />
learners during the scientific investigation process. Every phase of the inquiry cycle<br />
leads to the next phase of that cycle. This sequential process allows the learner to<br />
tr<strong>an</strong>sform empirical data into knowledge, <strong>an</strong>d this knowledge leads to a new<br />
question, which then c<strong>an</strong> be investigated in the next inquiry cycle.<br />
Inquiry Phases<br />
The phases in <strong>an</strong> inquiry cycle are import<strong>an</strong>t for a learner in or<strong>der</strong> to process the<br />
information he or she generates when running <strong>an</strong> experiment. Typically, inquiry<br />
cycles that are mentioned in inquiry research consist of the following phases:<br />
orientation phase, hypothesis phase, experiment phase <strong>an</strong>d <strong>an</strong>alysis/results phase<br />
(Löhner, Joolingen, Savelsbergh, & V<strong>an</strong> Hout-Wolters, 2005). Even though most<br />
advocates of inquiry learning promote the cyclical nature of inquiry, the cycle is