We are writing in response to the Aditomo and Klieme article titled "Forms of inquiry based science instruction and their relations with learning outcomes: evidence from high and low-performing education systems," recently published in the "International Journal of Science Education." In this essay, we follow these authors and discuss the critical issues about teacher guidance during students' hands-on investigations. We also review studies of large international data analysis and particularly call attention to the consistent patterns found across countries in contrast to various and even contradictory interpretations of these patterns. In our discussion, we share our thoughts on future research directions and hope that these ideas might help address some of the confusion about the multifaceted inquiry teaching. [For "Forms of Inquiry-Based Science Instruction and Their Relations with Learning Outcomes: Evidence from High and Low-Performing Education Systems," see EJ1249582.]