 (2000) used explicit training workshops to teach children in grades six to eight in the United States how to inquire through a quantitative study.By completing an inquiry-based task at the end of the study, the participants demonstrated enhanced mental models by applying different inquiry strategies.In a similar study, Kuhan and Pease (2008) completed a longitudinal quantitative study following a set of American children from grades four to six to investigate the effectiveness of scaffolding strategies for inquiry.