INQUIRY COMPETENCIES - PROCESS SKILLS
Process Skills Definitions
OBSERVING Using the senses and appropriate
tools to gather information about
an object, event, or phenomenon.
It is the source of knowledge that
humans employ most.
QUESTIONING Raising questions about an
object, event, or phenomenon.
Curiosity drives the inquiry
process--it generates questions
and a search for answers.
Part of questioning is determining
how to turn non-investigable
questions into investigable ones,
and learning how to recognize
questions that are generative,
long lasting, and interesting
enough to foster a rich
investigation.
HYPOTHESIZING Giving a tentative explanation,
based on experience, of a
phenomenon, event, or the nature
of an object. A hypothesis is
testable.
Answers the question
Why . . . ?
Process Skills in Action
When observing, learners are:
• identifying differences and
similarities between objects or
materials
• using tools or instruments as
necessary to extending the
range of the senses
• distinguishing from many
observations those which are
relevant to the problem at hand
When questioning, learners are:
• readily asking a variety of
questions about phenomena
• recognizing differences
between questions that can and
cannot be answered by
investigation
When hypothesizing, learners
are:
• attempting to give explanations
which are consistent with
evidence or with ideas from prior
experiences
• showing that they are aware
that there may be more than
one explanation that fits the
Examples and Subskills
Watching carefully, Taking notes,
Comparing and Contrasting
SUBSKILLS include collecting
evidence, identifying similarities
and differences, classifying,
measuring, and identifying
relevant observations.
Asking questions about
observations; Asking questions
that can lead to investigations
SUBSKILLS include recognizing
and asking investigable
questions; suggesting how
answers to questions can be
found; and turning a
non-investigable question into a
question that can be acted upon.
Providing explanations consistent
with available observations
SUBSKILLS include inferring,
constructing models to help
clarify ideas, and explaining
the evidence behind a
hypothesis.
Indicators of Development
Do the students:
1. Succeed in identifying obvious
differences and similarities between
objects and materials?
2. Make use of several senses in
exploring objects or materials?
3. Identify differences of detail among
objects or materials?
4. Identify points of similarity among
objects where differences are more
obvious than similarities?
5. Use their senses appropriately and
extend the range of senses using
technology as necessary?
6. Distinguish from many observations
those that are relevant to the problem in
hand?
Do the students:
1. Readily ask a variety of questions that
include investigable and non-investigable
ones?
2. Participate effectively in discussing
how their questions can be answered?
3. Recognize the difference between an
investigable question and one that
cannot be answered by investigation?
4. Suggest how answers to questions of
various kinds can be found?
5. Help in turning their own questions into
a form that can be tested?
Do the students:
1. Attempt to give an explanation that is
consistent with evidence, even if only in
terms of the presence of certain features
or circumstances?
2. Attempt to explain things in terms of a
relevant idea from previous experience
even if they go no further than naming it?
3. Suggest a mechanism for how
 Hypothesizing arrives after we
have an opportunity to observe,
comment, raise questions, and
explore with materials.
PREDICTING Forecasting the outcome of a
specific future event based on a
pattern of evidence or a
hypothesis (an explanation).
Answers the question
What will happen in this particular
instance if. . . ?
Predictions are central to the
process of testing whether or not
a hypothesis is on the right track.
This process takes away the need
for guessing. A prediction goes
beyond available evidence to
suggest what will happen in the
future.
Predictions invite the orderly
gathering of evidence for a
specific purpose.
INVESTIGATING Designing an investigation that
includes procedures to collect
reliable data.
Measuring, gathering data, and
performing "fair tests" are used to
gain the evidence necessary to
provide a consistent
interpretation.
evidence
When predicting, learners are:
• making use of evidence from
experience or a possible
explanation (hypothesis) in
forecasting the outcome of a
specific future event
• using patterns in information or
observations in forecasting
outcomes of specific events that
go beyond the data
(extrapolations)
When planning and
investigating, learners are:
• for a fair test, identifying the
variable that has to be changed,
the things that should be kept
the same, and what to look for
or measure to obtain a result in
an investigation
• comparing what they actually
did with what they planned
Suggesting an event in the
future, based on observations
SUBSKILLS include justifying a
prediction in terms of a pattern in
the evidence, and
making a prediction to test a
hypothesis.
Planning, Conducting,
Measuring, Gathering data,
Controlling variables
SUBSKILLS include identifying
and controlling variables, and
using measuring instruments.
something is brought about, even if it
would be difficult to check?
4. Show awareness that there may be
more than one explanation that fits the
evidence?
5. Give explanations that suggest how an
observed effect or situation is brought
about and that could be checked?
6. Show awareness that all explanations
are tentative and never proved beyond
doubt?
Do the students:
1. Attempt to make a prediction relating
to a problem even if it is based on
preconceived ideas?
2. Make some use of evidence from
experience in making a prediction?
3. Make reasonable predictions based on
a possible explanation (hypothesis)
without necessarily being able to make
the justification explicit?
4. Explain how a prediction that is made
relates to a pattern in observations?
5. Use patterns in information or
observations to make justified
interpolations or extrapolations?
6. Justify a prediction in terms of a
pattern in the evidence or an idea that
might explain it?
Do the students:
1. Start with a useful general approach
even if details are lacking or need further
thought?
2. Identify the variable that has to be
changed and the things that should be
kept the same for a fair test?
3. Identify what to look for or what to
measure to obtain a result in an
investigation?
4. Succeed in planning a fair test using a
given framework of questions?
5. Compare their actual procedures after
the event with what was planned?
6. Spontaneously structure their plans so
that independent, dependent, and

INTERPRETING Considering evidence, evaluating,
and drawing a conclusion by
assessing the data:
In other words, answering the
question, ”What do your findings
tell you?”
Finding a pattern or other
meaning in a collection of data.
Answers the question:
What does my data tell me?
Interpreting includes finding a
pattern of effects and synthesizing
a variety of information in order to
make a statement about their
combined meaning.
COMMUNICATING Representing observations, ideas,
theoretical models, or conclusions
by talking, writing,
drawing, making physical models,
and so forth.
Choosing the appropriate way to
translate knowledge to others, by
making representations such as
charts or diagrams, for example,
that illustrate data and results.
Communication goes beyond
simply exchanging knowledge,
and implies that socially gathered
and shared information informs
individual learning.
https://www.exploratorium.edu/sites/default/files/pdfs/ifi/Process_Skills.pdf
https://www.nsf.gov/pubs/2000/nsf99148/ch_7.htm
When interpreting, learners are:
• discussing what they find in
relation to their initial questions
• identifying patterns or trends in
their observations or
measurements and noticing
related changes
When communicating, learners
are:
• using drawings, writing,
models, and paintings to present
their ideas, and using tables,
graphs, and charts to record and
organize results
• choosing forms for recording or
presenting results that are
appropriate for the type of
information collected and
presented, and appropriate for
the audience
Synthesizing, Drawing
conclusions, Seeing patterns
SUBSKILLS include interpreting
data statistically, identifying
human mistakes and
experimental errors, evaluating a
hypothesis based on the data,
and recommending further
testing where necessary.
Informing others in a variety of
means: Oral, Written,
Representational
SUBSKILLS include talking with
a more knowledgeable person,
using secondary sources,
presenting reports, constructing
data tables, and creating charts
and graphs.
controlled variables are identified and
steps taken to ensure that the results
obtained are as accurate as they can
reasonably be?
Do the students:
1. Discuss what they find in relation to
their initial questions?
2. Compare their findings with their
earlier predictions?
3. Notice associations between changes
in one variable and another?
4. Identify patterns or trends in their
observations or measurements?
5. Draw conclusions that summarize and
are consistent with all the evidence that
has been collected?
6. Recognize that any conclusions are
tentative and may have to be changed in
the light of new evidence?
Do the students:
1. Talk freely about their activities and
the ideas they have, with or without
making a written record?
2. Listen to others’ ideas and look at their
results?
3. Use drawings, writing, models, and
paintings to present their ideas and
findings?
4. Use tables, graphs, and charts when
these are suggested to record and
organize results?
5. Regularly and spontaneously use
reference books to check or supplement
their investigations?
6. Choose a form for recording or
presenting results that is both considered
and justified in relation to the type of
information and the audience?