The effectiveness of flipped classroom approaches can be improved by combining it with other pedagogical models such as inquiry-based learning. Implementing inquiry-based learning in flipped classroom scenarios requires teachers to plan arrangements for in- and out-of-class activities carefully. In this study, a design heuristic based on the 5E inquiry model was developed to support teachers’ practice of planning inquiry-based flipped classroom lessons. Following a design-based research approach, the design heuristic progressed through two cycles within 2 years. The design heuristic was implemented in both cycles in an online professional development course for secondary mathematics teachers. In the first cycle, 18 lesson plans were collected and analysed using the 5E lesson plan scoring instrument. Results showed that the design heuristic helped teachers to set up lesson plans for flipped classroom scenarios which were mostly in line with the 5E model. However, the evaluation phase was insufficiently addressed. Revision decisions were made at the end of the first cycle, and the design heuristic was revised and re-implemented in a second cycle. Results of the second cycle showed another 19 participating teachers who also struggled in choosing appropriate assessment techniques, an issue which could not be resolved with the proposed design heuristic. This paper describes the development of the design heuristic as well as relevant design principles for inquiry-based flipped classroom scenarios. The proposed design heuristic is not domain specific. Hence, further research could examine its use in other subjects or interdisciplinary as inquiry-based flipped classroom approaches are one of the emerging pedagogies.

通过将翻转课堂方法与其他教学模型（例如基于探究的学习）相结合，可以提高其有效性。在翻转的课堂场景中实施基于探究的学习，要求教师仔细计划课内和课外活动的安排。在这项研究中，开发了一种基于5E探究模型的设计试探法，以支持教师规划探究式翻转课堂教学的实践。遵循基于设计的研究方法，设计启发式方法在2年内经历了两个周期。在针对中学数学教师的在线专业发展课程中，在两个周期中都实施了设计启发法。在第一个周期中，收集了18个教案，并使用5E教案评分工具进行了分析。结果表明，设计启发式方法帮助教师针对翻转的课堂场景制定了课程计划，这与5E模型基本一致。但是，评估阶段未得到充分解决。在第一个周期结束时做出修订决定，并在第二个周期中修改并重新实现设计启发式方法。第二个周期的结果显示，另有19名参与教学的教师也在努力选择合适的评估技术，这一问题无法通过拟议的设计启发法解决。本文介绍了基于查询的翻转教室方案的设计启发式方法以及相关设计原理的发展。拟议的设计启发式方法不是特定于领域的。因此，