The present investigation was developed within three public educational institutions of the city of Bogota, with 153 students of eleventh grade. With the objective of evaluating the development of inferential thinking from the understanding of the concept of pressure, and its relationship with the phenomenon of buoyancy, for the intervention was used as a didactic strategy cycle of inquiry. The methodology includes action research, since it is carried out by teachers, who intend to analyze how cognitive change processes are carried out in educational practices. To itself, it also contemplates the socio-critical paradigm because it sought to generate a change in the thought structure of those involved and the microgenetic method due to the large amount of data generated in a short time of intervention. In terms of procedures, techniques and activities, we proceeded to find affinities between inferential thinking and the cycle of inquiry, allowing the construction of two cycles, developed in four sessions each, also had the development of support material and was directed to the development of the objectives. Finding that, by using the cycles of inquiry as a didactic strategy to achieve the understanding of the concepts of density, and pressure, the skills of describing, classifying, categorizing, identifying cause and effect are developed, as well as summarizing and synthesizing. This is due to the adaptation made to the didactic strategy used. As an added value, the theoretical solution of the discard devil was developed only by the researchers, thus completing the exploration of the concept of pressure.