This paper analyses the epistemic criteria that pre-service teachers consider when assessing the quality of a scientific investigation about friction force. The participants were 71 pre-service primary teachers working in 18 small groups of three or four participants (N = 18), who were enrolled in a science teaching methods course that addressed inquiry, nature of science and epistemology. They had no previous experience in planning scientific investigations and assessing. In the context of studying speed, the task consisted of investigating which material, among cardboard, plastic, cork or lacquered wood, would be the most appropriate to build a racetrack for toy cars. For data analysis, students’ written products related to planning, carrying out and assessing the investigation were collected. The main findings highlighted a great number of criteria provided by the small groups for assessing the quality of the investigation, but little use of them in the assessments. Implications for promoting epistemic knowledge in inquiry environments are discussed.

本文分析了职前教师在评估摩擦力科学研究质量时考虑的认知标准。参加者为 71 名职前小学教师，分成 18 个小组，每组 3 人或 4 人（N = 18），他们参加了一门涉及探究、科学本质和认识论的科学教学方法课程。他们以前没有规划科学调查和评估的经验。在研究速度的背景下，这项任务包括调查纸板、塑料、软木或漆木中哪种材料最适合为玩具汽车建造赛道。为了进行数据分析，收集了与计划、实施和评估调查相关的学生书面产品。主要调查结果强调了小组为评估调查质量提供的大量标准，但在评估中很少使用它们。讨论了在探究环境中促进认知知识的意义。