Abstract:The purpose of this study is to provide teachers with sub-components of inquiry skills and help themto give direct instructions on the skills to their students. Inquiry skills and strategies are considered by-products ofscience and inquiry instruction by most of the science teachers. On the other hand, much research shows that manystudents are not familiar with the way that they can use inquiry skills therefore direct instruction on the inquiry skillsis needed. The lack of guidance on the sub-components for the inquiry skills, however, results in science teachers'ignorance of the inquiry skills. As shown in the previous studies which suggest that without teachers' guidance,students cannot acquire the intended skills, and it is necessary to inform science teachers of the necessity for directinstruction on the inquiry skills and strategy as well as give them the sub-components of the inquiry skills. On thebasis of the results from the previous research on the inquiry skills, this study presents the sub-components of basicinquiry skills (observation, classification, measure, prediction, and reasoning) and integrated inquiry skills (problemrecognition, hypothesis formulation, control of variables, data transformation, data interpretation, drawingconclusion, and generalization).Key words: inquiry skills, direct teaching of inquiry skills, components of inquiry skills. Ewha Womans University