In connection with problem-solving skills, knowledge acquisition skills play a particularly important role in science classes. Inquiry-based learning is one method for introducing scientific knowledge acquisition to the students. In the process, the students identify a problem or phenomenon and then independently develop questions, formulate hypotheses, experiment, and interpret their observations. These steps of inquiry-based learning are depicted here in the form of a research cycle.

Some analogies can be drawn between inquiry-based learning  and Computational Thinking:

• Both processes begin with the identification of a problem.
• With both processes, it may be necessary to return to a previous step in the thought process if, for example, the proposed hypothesis is not verified during experimentation or the solution developed using Computational Thinking does not lead to the desired result.
• Just as inquiry-based learning has characteristic steps, several steps in the thought process are used in Computational Thinking, for example, breaking the problem down or creating an algorithm.