Peer ideas can be valuable contributions to scientific inquiry. Divergent peer ideas can enrich students' thinking and encourage curiosity. Meanwhile, similar peer ideas can promote convergent thinking that can reinforce understanding. However, students need guidance in critically evaluating peer ideas in relation to their own, and in recognizing the influence of peers’ ideas. Guided by the Knowledge Integration framework, we explore whether students’ perceptions of the impact of peers’ ideas align with the revisions made to their written explanations. In a technology-rich, classroom-based inquiry unit on cancer cell division, Grade 7 students (N = 144) investigated the effects of different cancer treatments on cell division, and developed explanations for a recommended treatment. We prompted one group of students to visit a class repository to seek peer ideas similar to their own, and another to seek ideas different from their own. Both groups then revised their recommendations. Based on analyses of students' reflections, initial and revised explanations, and pre and posttests, we found that students prompted to seek divergent ideas perceived peers’ ideas to be more impactful, even though both groups of students revised at the same rate and made similar pre to posttest gains. This study suggests a need to attend to students’ perceptions of the roles of their peers, particularly in environments designed to reflect authentic processes of the social construction of scientific knowledge.

同行的想法可以为科学探究做出宝贵的贡献。不同的同伴想法可以丰富学生的思维并激发好奇心。同时，相似的同伴想法可以促进聚合思维，从而加强理解。然而，学生需要指导以批判性地评估与他们自己相关的同伴想法，以及识别同伴想法的影响。在知识整合框架的指导下，我们探索学生对同龄人想法影响的看法是否与对他们的书面解释所做的修改一致。在一个以课堂为基础的关于癌细胞分裂的技术丰富的探究单元中，7 年级学生 (N = 144) 研究了不同癌症治疗对细胞分裂的影响，并对推荐的治疗方法进行了解释。我们促使一组学生访问班级资料库，以寻求与他们自己相似的同伴想法，而另一组学生则寻求与他们自己不同的想法。然后，两个小组都修改了他们的建议。基于对学生的反思、最初和修改后的解释以及前后测试的分析，我们发现学生会促使他们寻求不同的想法，认为同龄人的想法更有影响力，即使两组学生以相同的速度修改并做出相似的前后测试收益。这项研究表明需要关注学生对同龄人角色的看法，特别是在旨在反映科学知识社会建构的真实过程的环境中。基于对学生的反思、最初和修改后的解释以及前后测试的分析，我们发现学生会促使他们寻求不同的想法，认为同龄人的想法更有影响力，即使两组学生以相同的速度修改并做出相似的前后测试收益。这项研究表明需要关注学生对同龄人角色的看法，特别是在旨在反映科学知识社会建构的真实过程的环境中。基于对学生的反思、最初和修改后的解释以及前后测试的分析，我们发现学生会促使他们寻求不同的想法，认为同龄人的想法更有影响力，即使两组学生以相同的速度修改并做出相似的前后测试收益。这项研究表明需要关注学生对同龄人角色的看法，特别是在旨在反映科学知识社会建构的真实过程的环境中。