Nowadays, inquiry-based learning is getting a lot of attention as an effective education method. Therefore, it has been researched and implemented in various countries. Inquiry-based learning has been used in various subjects such as biology, mathematics, social studies, and others. In order to encourage a smooth implementation of inquiry-based learning in science, enhancement of scientific knowledge is primarily important. In general, scientific knowledge is taught to students in usual sessions of each subject such as physics, chemistry, and biology. During these sessions, the students mostly use some kind of textbook, in which various scientific terms and theories are described efficiently. However, the knowledge acquired via textbook-based learning could sometimes deviate from reality. And, consequently, the superficial and restrictive knowledge deviating from reality could prevent students' appropriate interpretations and inspirations in inquiry-based learning. I would like to propose one effective approach to have students realize the gap between their knowledge acquired from textbooks and a real phenomenon, by using the spring as an example.