When Students Benefit from Analyzing Their Inquiry

There is a need to find out how to enhance the effect of a generally successful inquiry approach in schools. In our study, we hypothesized that supporting students’ reflection could have a positive effect on their general inquiry knowledge, transformative inquiry skills, and domain-related knowledge. A scenario-based complex technology-enhanced learning environment called Science Created by You was used by 54 students (age, 14–18 years). The results demonstrated that students’ general inquiry knowledge, transformative inquiry skills, and domain-related knowledge all improved statistically significantly; however, no changes were found in reflective activities—in analyzing inquiry, in assessing the value of analysis, and in considering alternative solutions. Indeed, students’ domain-related skills were associated with reflection. The students with a higher level of knowledge analyzed their inquiry more often, and they considered more often alternative solutions of inquiry. No associations were found between domain-related knowledge and inquiry knowledge or skills.