Inquiry learning reflects the constructivist paradigm of learning. The important epistemological assumption of constructivism is that knowledge is a function of how the individual creates meaning from his/her experiences. Constructivist educators strive to create environments where learners 'are required to examine thinking and learning processes, collect, record, and analyze data; formulate and test hypotheses; reflects on previous understandings; and construct their own meaning' (Crotty, 1994: 31). Kuhn (2002) described constructivist scientific activity as involving the following three stages: inquiry, analysis, and inference. During the inquiry stage, investigators formulate questions that can be tested experimentally. In the analysis stage, investigators design and conduct informative experiments. Finally, in the inference stage, investigators modify their theories on the basis of evidence that emerged from their experiments.