The purpose of this study is to clarify whether learning instruction based on the characteristics of inquiry in biology is effective in improving intellectual humility. For this purpose, we conducted a class practice in the sixth grade of elementary school on “Plant Body Structure and Function.” The results showed that although the students were engaged in learning based on the characteristics of inquiry in biology, the mean intellectual humility score did not improve in the quantitative analysis of a questionnaire survey. Therefore, we judged that the instruction based on the characteristics of inquiry devised in this study in biology was not effective in improving intellectual humility. In addition, based on the findings of a previous study and the results of this study, we were able to derive a new perspective that “learning to constantly question the possibility that one’s own ideas are incorrect” is important for the development of intellectual humility.
