Research has shown that students have difficulties with understanding the process of determining whether an object is speeding up or slowing down, especially when it is applied to the analysis of motion in the negative direction. As inductively organized learning through its scaffolding sequencing supports the process of knowledge acquisition using scientific inquiry, this study hypothesized that this type of reasoning would help learners develop a deeper understanding of this concept and provide a better gateway for applying this understanding to real-life situations. Such a constructed lesson was conducted with a group of calculus students (N = 22), and a computerized simulation was used as a medium of instruction. The post-test results evidenced that the students' perception of object rate of speed was enriched, as the majority of students correctly described the process applied to conclude the object's speed rate of change and displayed correct insight into the underlying principles of distilling rate of change of velocity from rate of change of speed. Thus, it is hypothesized that the inductively organized lesson along with the utilized interactive medium had a positive effect on students' knowledge acquisition. This paper describes the emergence of the conduct of the study along with a detailed description of the treatment applied.