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The purpose of this study was to understand characteristics of students` reflective inquiry disposition in the contexts of classroom and to find educational implications for the promotion of the reflective inquiry activity in the inquiry-based class. In this study, we determined a characteristic of the reflection inquiry by examining students` responses showed in response to the different class types in high school earth science inquiry class. The result of the study indicated that the difference between the newly developed class type to promote the reflective inquiry and the existing inquiry class type was found significant. The newly developed reflective inquiry class had a multitude of reflective inquiry statements related to various elements of data context in terms of the quantity and diversity of the reflective inquiry. In conclusion, we found that the newly developed class type had a positive impact on the students` reflective inquiry activity. We believe that the development of the inquiry activity to promote students` reflective inquiry is critical.

Reflective Inquiry Disposition: Students' Responses to Different Class Types of Inquiry-based High School Earth Science