Inquiry is a tool scientists and others use to ask and answer questions of the world. Underlying the use of an inquiry approach in science instruction is a broader learning theory, known as constructivism. In definitions of inquiry, there exists a tension between the need to guide the learner and the role of a learner's agency in the learning process. This tension has been central in my work, as changes in the degree of teacher guidance have been a critical focus. The complex relationships of learner, teacher and subject matter are addressed by aspects of constructivist theory.
Constructivism is a set of theories, held by a fairly diverse set of authors.
To understand what constructivism has to say regarding this issue, one must look at a range of adherents. Students are encouraged to develop their models, step by step, alongside their experiences. The role of the teacher is to intervene, to pose questions, challenge the students' models, and guide them to a better understanding. Teachers are encouraged to look at the models embedded within student observations or questions, and become skilled at drawing these out. The teacher is thus a diagnostician, whose job it is to understand the learner's misconceptions and guide them to a superior understanding.