Guided Inquiry Learning for the Development of Early Research Skills

The literature recognizes the value of guided inquiry for the development of early research skills in basic education; however, significant gaps persist in the availability of systematized didactic models that guide its pedagogical implementation. The objective of this study was to propose a didactic model of guided inquiry learning aimed at fostering early research skills in basic education, grounded in a critical synthesis of recent scientific literature. A theoretical–propositional study was conducted based on an analytical documentary review of recent scientific literature, with the purpose of constructing a structured guided inquiry model for basic education. The review revealed a consensus regarding the pedagogical value of guided inquiry, alongside a lack of systematized didactic models. As a result, a structured model was designed, incorporating instructional phases, pedagogical roles, and formative assessment instruments. The proposed model systematizes guided inquiry as a viable pedagogical strategy for basic education, integrating instructional phases, teacher scaffolding, and formative assessment, and provides a solid foundation for future empirical validation and the improvement of educational practice.