| | JUNE 20259APACAPACProcess/LevelLevel 0: VerificationLevel 1: StructuredLevel 2: GuidedLevel 3: OpenProblemsGivenGivenGivenOpenWays and MeansGivenGivenOpenOpenAnswersGivenOpenOpenOpenTable 1. Levels of Inquiry (Blanchard et al., 2010; Herron, 1971; Schwab, 1962)Table 2. Levels of Inquiry (Bucks et al., 2008)Characteristic/LevelLevel 0: ConfirmationLevel 1/2: Structured InquiryLevel 1:Guided InquiryLevel 2:Open InquiryLevel 3:Authentic InquiryProblem/QuestionProvidedProvidedProvidedProvidedNot ProvidedTheory/BackgroundProvidedProvidedProvidedProvidedNot ProvidedProcedure/DesignProvidedProvidedProvidedNot ProvidedNot ProvidedResults AnalysisProvidedProvidedNot ProvidedNot ProvidedNot ProvidedResults CommunicationProvidedNot ProvidedNot ProvidedNot ProvidedNot ProvidedConclusionProvidedNot ProvidedNot ProvidedNot ProvidedNot ProvidedMore structureLess structure(see Table 2). The rubric expands from the former rubrics described. More structure denotes an activity where the majority of the six characteristics are designed and provided for students. Less structure denotes an activity where the majority of the six characteristics are for students to design.In creating powerful learning environments, scaffolding is gradually added, modified, and/or removed depending on the learner's needs. However, the realization of scaffolding in the school context is quite complex and challenging. It is a situated and/or dynamic act that is responsive to a specific set of situations in a particular classroom context. Some literature splits between static scaffolding (a.k.a. hard or macro-scaffolding) and dynamic scaffolding (a.k.a. soft or micro-scaffolding) (Ignacio & Paras, 2024). Static scaffolding can be constructed beforehand based on assumed predictable difficulties or struggles of learners accompanying the task. It is usually planned and stipulated in advance once. Dynamic scaffolding, on the other hand, responds to the actual classroom situation and is not scheduled in advance. They observe students' improvement and offer scaffolds, when needed, tailored to the realization of learning tasks. Scaffolding and IBL combined can enhance learning by granting students the autonomy to explore and the tools they need to do their work well. Teachers could offer the topic of inquiry or problem, as well as some first ideas, to aid students in structuring their study and formulating questions. Through scaffolding, teachers provide clues, suggestions, or models in order to assist students in their inquiry-based work, e.g., via working examples, guided questions, or detailed instructions. The scaffolding is removed gradually as students obtain more confidence in their ability to run inquiries. Students take further control over their learning via critical thinking and problem-solving. By giving feedback, teachers aid students in reflecting on the inquiry process and results. It is beneficial to use both macro- and micro-scaffolding. Students must conduct inquiries on their own by the end of the investigations, showcasing their understanding of the subject matter and their ability to conduct inquiries.
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