The authors present a continuum for evaluating an activity’s level of inquiry, which focuses on how much information is provided to students and how much guidance the teacher provides.

The four levels of inquiry on the continuum are:

1. Confirmation inquiry: Students are given a question and a procedure to follow, and the expected results are known. This level is useful for introducing students to inquiry and helping them understand the scientific method.
2. Structured inquiry: Students are given a question to investigate, but the procedure and expected results are not provided. The teacher provides guidance and support as needed. This level allows students to practice designing and carrying out investigations.
3. Guided inquiry: Students are given a question to investigate, but they must design their own procedure and determine the expected results. The teacher provides guidance and support as needed. This level allows students to practice more independent thinking and decision-making.
4. Open inquiry: Students are given a question to investigate, but they must design their own procedure and determine the expected results. The teacher provides minimal guidance and support. This level allows students to practice fully independent thinking and decision-making.

Students need extensive practice to develop their inquiry abilities and understandings, and teachers can support this development by providing appropriate levels of guidance and support. They also provide examples of inquiry-oriented activities that can be implemented in elementary classrooms.