Abstract
Although inquiry-based learning is an active process focused on problems or scenarios, many students enter into the experience with flawed mental models of what is understood by inquiry. They tend to envision it as a more traditional transfer of collected information from sources to achieve a final product of knowledge. A consistent approach to instruction across grades and disciplines can help students develop their understanding of inquiry and lead to the feeling of accomplishment inherent in discovery learning. Adopting an inquiry process model helps learners distinguish between inquiry and reportage, offers a lexicon for communication, and defines a framework for curriculum development and assessment. Embracing a learner profile that incorporates the dispositions of inquiry strengthens the connection between the inquiry model and the learner.
