This study can have practical implications for early elementary science teachers. The important implication of this study is a teacher can use an inquiry-based approach to improve basic science process skills for second graders in early elementary school. For students who are usually taught with an expository approach, the teacher can start with a structured inquiry. However, in a certain condition, a confirmation level of inquiry may be also needed. Bell and his colleagues (2005) suggested scaffolding the inquiry gradually from the lower to higher level. This study also had an implication that young students need time to spontaneously apply basic science process skills. The study showed that the majority of young students used