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Knowledge and Skills Statement

Inquiry and research: listening, speaking, reading, writing, and thinking using multiple texts. The student engages in both short-term and sustained recursive inquiry processes for a variety of purposes.

Have students write their research questions and use them to identify information that is closely connected to the questions. Then task students with locating sources for their research. Sources can be found in the classroom library, campus library, on the Internet, or by interviewing experts on the topic. Then, have students compare information from various sources for consistency.

Further Explanation

For this assessment, students are expected to gather information to support the planning of their work. Students should be able to identify information that is not relevant to their specific objectives and have a clear understanding of their objectives when searching for information in source material.

Students should be aware that not all information related to the topic of their research is relevant to their specific goals. It is important that students understand that relevant information is data that can be applied to solve a problem or answer a research question. Students should have a clear understanding of their objectives when searching for information in source material such as books and magazines. It would be helpful for students to write their objectives or research questions and use them to identify the information that is closely connected to those objectives and questions. Students should consider the nature of the topic to help them choose a place to start their research. For example, students who want to answer a scientific hypothesis should know to start with researched academic texts and reference materials to determine if any parts of the hypothesis have already been explored. Students should understand that the purpose of information gathering is to support the planning of their research.
any communication medium, such as a book, a person, or an electronic device, that supplies information


1. Maniotes, L. K. (2019). Getting to great questions for inquiry and research. Teacher Librarian, 46(3), 17–20. Retrieved from

Summary: This article provides an overview on how to use guided inquiry as a means to increase students' capacity to comprehend a text. However, Guided Inquiry Design is often used as an inquiry process for research and ways to gain a deeper understanding and gain information. The article includes resources that provide additional support.

2. Hongisto, H., & Sormunen, E. (2010). The challenges of the first research paper: Observing students and the teacher in the secondary school classroom. In Practising Information Literacy: Bringing Theories of Learning, Practice, and Information Literacy Together. Lloyd and Talja (Eds.). Retrieved from

Summary: Hongisto and Sormunen base their work of Kuhthau, who defines information literacy as the students' ability to locate, evaluate, and use information. The research uses a cross-disciplinary approach to examining how students develop information literacy skills through teacher-generated assignments. Students use inquiry-based learning (learning by doing) as an approach to gather information from a variety of sources as they are assigned a research paper.

3. Klein, P. D., & Rose, M. A. (2010). Teaching argument and explanation to prepare junior students for writing to learn. Reading Research Quarterly, 45(4), 433–461. Retrieved from

Summary: In this study, Klein and Rose examine how students respond to various writing tasks and assignments. The teachers used the process writing approach, which included creating an outline, drafts, and a final paper. The revision and edit process lends itself to implementing teacher and peer oral and written feedback. The study reveals that there are specific as well as varied means to teach the writing process to students. Students must use prior knowledge and have access to relevant external sources (i.e. internet).