8.2 Inquiry Learning 315 Advice included contextual information about cases being solved. The tutor might bring students to a location where additional support/refutation links could be found. It might directly address and correct a student's misconceptions, when cor- recting a student's relationship. Teachers adapted the Coach to their teaching styles; they specified the order in which domain knowledge was presented/promoted for discussing arguments and the number of required support/refutation links to be sup- plied by the student (Dragon et al., 2006). 8.2.3 Phases of the Inquiry Cycle The previous section described three levels of tools that supported inquiry reason- ing and helped students proceed through the phases of inquiry. Although inquiry learning is described in many ways, it is often referred to as a cycle and generally characterized by phases. Students do not move through the phases in sequence, and it is not uncommon to find people moving opportunistically from one phase to a nonadjacent phase. Five phases of inquiry learning are described in this section. Inquiry reasoning follows a simple process, illustrated in the first two columns of Table 8.4 . Because the result of the inquiry task is ambiguous, may not result in a