HIGHLIGHTS
SUMMARY
Fostering students` competencies for engaging in and reflecting on scientific inquiry (SI) is acknowledged as a central goal of science education in many international standards and policy documents (e_g, ). To this core feature, explicit approaches may provide good and bad examples for the application of SI concepts (e_g, examples of controlled and confounding experiments) or tasks that require students to state, elaborate, or reflect on SI concepts (e_g, "Which of the given investigations can be used to answer the research question and why?"; e_g_[32]). Ziepprecht and others propose that science teachers may hold . . .
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