Faced with all these difficulties, psychological and educational researchers presume that students' scientific inquiry skills are not static and these skills depend on a variety of cognitive and contextual factors. These factors include interest and motivation in science, epistemological understanding of the scientific process and its value (Smith et al., 2000), familiarity with the domain of investigation, and the context of the activity (Germann et al., 1996; Kuhn et al., 1995),