透過科學教師的策略引導在多數學生無法獨立完成探究學習的中、小學環境是必要的(Krajcik, Czerniak, & Berger, 1998；NRC, 2000)。作者結合探究(inquiry)以及模型為主(model-based)學習與教學的優點，以科學家探究科學知識與理論的方式融入建模的建構
歷程，所提出的引導式探究建模架構植基於5E 學習環(learning cycle) (Bybee, 1997)，並以Schwarz 和White (2005)科學探究建模(scientific modeling inquiry)架構為輔，包含七個階段： 參與(engage) 、問題(question) 、假說(hypothesis) 、研究(investigation) 、分析(analysis)、模型(model)與評鑑(evaluation)，除了強調參與的動機因素之外，每個階段再透過產生(generation)、評鑑(evaluation)以及修正(modification)的歷程，形成可檢驗與回溯的探究階段程序。

Many reports showed that many students could not accomplish their inquiry task independently.Guided framework for learning and teaching is important (Krajcik, Czerniak, & Berger, 1998；NRC,2000). The report here presents guided model-based inquiry and modeling framework to help science
teacher and novice learners. The framework includes engagement, question, hypothesis, investigation,analysis, model, and evaluation, which are revised and elaborated from 5E learning cycle proposed by Bybee (1997) and scientific modeling inquiry proposed by Schwarz and White (2005).