There is now a significant research literature devoted to reconceptualizing scientific activities, such as modeling, explanation, and argumentation, to realize a vision of science‐as‐practice in classrooms. As yet, however, not all scientific practices have received equal attention. Planning and Carrying out Investigations is one of the eight scientific practices identified in the Next Generation Science Standards, and there is a long line of research from both psychological and science education traditions that addresses topics about investigation, such as the generation and interpretation of evidence. However, investigation has not been subject to concerted reconceptualization within recent research and instructional design efforts focused on science‐as‐practice. In this article, we propose a framework that centers the investigation as a key locus for constructing alignments among phenomena, data, and explanatory models and makes visible the work that scientists engage in as they develop and stabilize alignments. We argue that these alignments are currently under‐theorized and under‐utilized in instructional environments. We explore four opportunities that we argue are both accessible to students from a young age and can support conceptual innovation. These are (a) developing empirical systems, (b) getting a grip on empirical systems, (c) determining, defining and operationalizing data as “evidence,” and (d) making sense of what the results of empirical systems do and do not help us understand.

中文翻译：

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重新思考课堂科学调查

现在，有大量研究文献致力于重新概念化科学活动，例如建模，解释和论证，以实现教室中科学实践的愿景。但是，到目前为止，并非所有科学实践都受到同等关注。规划和进行调查这是《下一代科学标准》中确定的八种科学实践之一，从心理学和科学教育传统出发，有很长的研究领域涉及研究主题，例如证据的产生和解释。然而，在针对科学实践的最新研究和教学设计工作中，调查并未受到一致的重新概念化。在本文中，我们提出了一个框架，该框架将调查集中在构建现象，数据和解释模型之间的比对的关键位置上，并使科学家在开发和稳定比对时所从事的工作可见。我们认为，这些对齐方式目前在教学环境中还没有得到理论上的充分利用。我们探讨了四个我们认为很年轻的学生都可以使用的机会，并且可以支持概念创新。这些是（a）发展经验系统，（b）掌握经验系统，（c）确定，定义和操作数据作为“证据”，（d）了解经验系统的结果做什么和不做什么。帮助我们了解。