Recent scientific inquiries emphasize the process by which students make their own observations and find answers. In order to facilitate the inquiry activities, students should use the right scientific concept. The purpose to this study are to analyze the coherence of scientific concept and scientific concept used in the observation, question generation and experimental design stage for 12 elementary and middle school students. To do this, a think-aloud method and a semantic network analysis were used. The conclusions are as follows. First, concepts that are of interest continue to be used in the scientific inquiry stage. Most of these concepts are related to experimental instruments. Second, the concepts of high frequency are representative of the concept network of each process skills. Further researches, it is needed to be done on the coherence of the scientific concept that students use at other stages.
I. Introduction II. Materials and Methods III. Results IV. Conclusions and Suggestions
