The scientific inquiry models using open data proposed in previous research.
| Research | Target (topic) | Duration | Key stage | Overview | |
| Yoon & Kim [7] | 1st-year science high school students (Interaction between the atmosphere and the ocean) | 9 sessions | Guidance on Learning and Understanding Big Data | Guiding on the concept, usage methods, and programming languages related to big data | |
| Problem Identification | Discovering and defining significant problems | ||||
| Establishing Big Data Utilization Strategy | Planning detailed strategies and processes for collecting, analyzing, and visualizing big data for its effective use | ||||
| Big Data Collection | Selecting data and exploring providers, identifying big data file formats for collection and storage | ||||
| Big Data Analysis and Visualization | Performing data preprocessing, applying data mining methods, and using visualization tools to represent data in graphs, images, etc. | ||||
| Deriving Problem- Solving Solutions | Proposing problem-solving and response plans based on analysis results | ||||
| Results Presentation and Feedback | Organizing the process and results of big data utilization and incorporating feedback from teachers and peers | ||||
| O'reilly et al. [14] | University students (environment, climate, etc.) | 3–4 hours per topic | Part A | Engage | Exploring data initially and learning simple analysis functions using Excel. |
| Part B | Explore | Investigating what the appropriate analysis methods are | |||
| Explain | Describing the meaning and implications of the data | ||||
| Part C | Elaborate | Resolving personal inquiries and expanding on ideas | |||
| Evaluate | Engaging in discussions and evaluating the learning process | ||||
| Schubatzky, & Haagen- Schützenhöfer [24] | Pre-service teachers (particulate matter) | 4 hours | Instructor's Guide | Introducing the topic of fine dust and the TinkerPlots software, followed by a simple practice session | |
| Open inquiry | Question | Creating inquiry questions, recognizing relevant variables, and forming hypotheses. | |||
| Analysis | Choosing the appropriate data, generating graphs, and making transformations | ||||
| Interpretation | Analyzing and understanding the graphs | ||||
| Conclusion | Reaching conclusions and justifying them, considering uncertainty in the data | ||||