De Jong et al. (2023) objected to the evidence presented by Zhang et al. (2022) to support their concerns about the unreserved acceptance and promotion of inquiry-based learning and problem solving in current policy documents related to the teaching of science. In their response, De Jong et al. (2023) reiterated their advocacy for inquiry approaches, arguing that an emphasis on a mixture of inquiry learning and explicit instruction is needed. The present article rebuts De Jong et al. (2023), in which we: 1) challenge their view of and approach to scientific methods in establishing the efficacy of different instructional approaches; 2) indicate that an underpinning theory to explain the cognitive machinery that drives inquiry-based instructional approaches is missing from their argument; and 3) address the empirical issues arising in their argument. We also highlight potential agreement with De Jong et al. (2023) on the essential role of explicit instruction and thus raise a call to the field to revise current science educational policies and standards to reflect such a role. Our agreements and disagreements advance the debate to a new focus concerning when and how inquiry-based learning and explicit instruction should be used and combined. While De Jong et al. (2023), in their theory-free paper, provided no answer to how explicit instruction and inquiry learning should be combined, we offer our suggestions based on evolutionary psychology and the expertise reversal effect from cognitive load theory.

中文翻译：

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对 De Jong 等人 （2023） 的论文“让我们谈谈证据——结合探究式教学和直接教学的案例”的回应


De Jong 等人（2023 年）反对 Zhang 等人（2022 年）提供的证据，以支持他们对当前与科学教学相关的政策文件中毫无保留地接受和促进基于探究的学习和问题解决的担忧。在他们的回应中，De Jong 等人（2023 年）重申了他们对探究方法的倡导，认为需要强调探究学习和明确教学的混合。本文反驳了 De Jong 等人（2023 年），其中我们：1） 挑战他们在建立不同教学方法的有效性时对科学方法的看法和方法;2） 表明他们的论点中缺少一个支撑理论来解释驱动基于探究的教学方法的认知机制;3） 解决他们论点中出现的实证问题。我们还强调了与 De Jong 等人（2023 年）关于明确教学的重要作用的潜在共识，从而呼吁该领域修改当前的科学教育政策和标准以反映这种作用。我们的共识和分歧将辩论推向一个新的焦点，即何时以及如何使用和结合基于探究的学习和明确的教学。虽然 De Jong 等人（2023 年）在他们的无理论论文中没有回答应该如何将显式教学和探究学习结合起来，但我们根据进化心理学和认知负荷理论的专业知识逆转效应提供了我们的建议。