This small-scale, qualitative study uses educational design research to explore how focusing on argumentation may contribute to students’ learning to engage in inquiry independently. Understanding inquiry as the construction of a scientifically cogent argument in support of a claim may encourage students to develop personal reasons for adhering to scientific criteria and to use these with understanding rather than by rote. An understanding of the characteristics of scientific evidence may clarify why doing inquiry in specific ways is important, in addition to the how. On the basis of five design principles—derived from literature—that integrate argumentation in inquiry and enhance learning through practical activities, we developed a teaching-learning sequence of five activities aimed at developing inquiry knowledge in lower secondary school students. By means of observations of a grade 9 physics class ($N=23$, aged 14–15), students’ answers to worksheets, and self-reflection questions, we explored whether the design principles resulted in the intended students’ actions and attitudes. We studied whether the activities stimulated students to engage in argumentation and to develop the targeted inquiry knowledge. The focus on argumentation, specifically through critical evaluation of the quality of evidence, persuaded students to evaluate whether what they thought, said, or claimed was “scientifically” justifiable and convincing. They gradually uncovered key characteristics of scientific evidence, understandings of what counts as convincing in science, and why. Rather than adopting and practicing the traditional inquiry skills, students in these activities developed a cognitive need and readiness for learning such skills. Of their own accord, they used their gained insights to make deliberate decisions about collecting reliable and valid data and substantiating the reliability of their claims. This study contributes to our understanding of how to enable students to successfully engage in inquiry by extending the theoretical framework for argumentation toward teaching inquiry and by developing a tested educational approach derived from it.

中文翻译：

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将论证融入物理探究：设计和评估研究

这项小规模的定性研究利用教育设计研究来探索专注于论证如何有助于学生学习独立进行探究。将探究理解为构建支持某个主张的科学上令人信服的论证，可能会鼓励学生发展遵守科学标准的个人理由，并通过理解而不是死记硬背来使用这些理由。了解科学证据的特征可以阐明为什么以特定方式进行探究以及如何进行探究很重要。基于源自文献的五项设计原则，即在探究中融入论证并通过实践活动加强学习，我们制定了由五项活动组成的教学序列，旨在培养初中生的探究知识。通过对 9 年级物理课的观察（$氮=23$，年龄 14-15 岁），学生对工作表的回答以及自我反思问题，我们探讨了设计原则是否会导致学生预期的行为和态度。我们研究了这些活动是否激发了学生参与辩论并发展有针对性的探究知识。对论证的关注，特别是通过对证据质量的批判性评估，说服学生评估他们的想法、言论或主张是否“科学”合理和令人信服。他们逐渐揭示了科学证据的关键特征、对科学中什么才算是令人信服的理解以及原因的理解。在这些活动中，学生并没有采用和练习传统的探究技能，而是培养了学习这些技能的认知需求和准备。他们自愿利用所获得的见解做出深思熟虑的决定，收集可靠有效的数据并证实其主张的可靠性。这项研究有助于我们理解如何通过将论证的理论框架扩展到探究教学，并开发从中衍生的经过测试的教育方法，使学生成功地参与探究。