Epistemic demand can focus the student on the task and can improve the outcome of the inquiry learning activities. In order to facilitate the activity of epistemic demand, the student may be guided in small steps to the execution of a certain inquiry stage. For example, guidance assisting the hypothesis stage may supply the student with a model for the structure of a hypothetical sentence. These instructions provide students with general and cognitive strategies that may be used to perform their learning tasks (Hong et al., 2001). However, epistemic demand alone may not be enough to change students' view of inquiry (Bell et al., 2003).