具备科学探究能力的学生能够更好地理解科学概念和科学在社会中的作用，这对于提升整个社会的科学素养至关重要。科学探究能力包括问题提出、猜想假设和问题解决相关的一系列能力要素。社会性科学议题作为结合社会与科学两大领域的结构不良、开放式和复杂的问题，为发展科学素养提供了一个情境化理解和思考的机会。学生在社会性科学议题教学中参与社会事务讨论，经历决策、推理和评估信息等过程，实现科学探究多个能力要素的协同发展。但是，当下社会性科学议题课程也存在一些问题，如课程组织形式单一，能力培养方向局限于科学推理，科学问题情境设计脱离学生生活等。社会调查类项目式学习以社会调查研究方法的思路整合项目式学习的特点能有效支持社会性科学议题的教学，学生经历问题提出、资料收集、论证说明等多项活动，实现科学探究能力的发展。

因此，本研究以建构主义理论和马克思主义的认识实践论为理论基础，开展基于设计的研究，对项目式学习框架总结梳理，结合社会性科学议题与科学探究能力的分析，形成理论模型，进行融合社会性科学议题的社会调查类项目式学习教学框架的设计。第一轮开展社会调查类项目式学习教学活动、分析教学框架的有效性，并收集探究能力和访谈数据等，验证框架的可实施性。第二轮改进教学框架，使教学流程与对应教学活动更加对应，整个教学框架可实施性更高，形成完整的社会调查类项目式学习教学框架，包括四个层级：教学环节、教学流程与教学活动与对应的资源支持。

研究结果表明：经过社会调查类项目式学习教学的学生，在科学探究能力的各项指标上均有显著提升。特别是在进行实验、数据收集和解释结论的能力方面。这表明，该教学框架能够有效促进学生在科学探究过程中的关键能力发展。具体而言，学生在项目式学习中以社会性科学议题为主题经历问题的提出实地调查、问卷编制、数据整理和分析等活动，不仅增强了对科学概念的理解和应用，还提升了解决实际问题的能力。本研究为科学教育领域贡献了新的视角，特别是在如何通过社会调查类项目式学习提升学生的探究能力，以及如何结合社会性科学议题进行探究学习提供了参考。

With the advancement of science and technology, the cultivation of scientifically literate citizens has increasingly become a topic of global concern. Scientific literacy encompasses a range of elements, including scientific thinking, capabilities, and a sense of social responsibility in science. Socio-scientific issues, which are ill-structured, open-ended, and complex problems that combine societal and scientific domains, offer an opportunity for contextualized understanding and contemplation, thus presenting a vast, untapped direction for science education. However, current courses on socio-scientific issues face several challenges, such as a singular course organization primarily focused on debates, a narrow cultivation of abilities limited to scientific reasoning, and a disconnection between the design of scientific problem contexts and students' lives. Integrating socio-scientific issues with social survey research methods effectively supports the teaching of socio-scientific topics by synthesizing the characteristics of project-based learning, fostering the comprehensive development of students' inquiry abilities and scientific literacy.

Therefore, this study is grounded in constructivist theory and Marxist epistemology, conducting design-based research to summarize and organize project-based learning frameworks. By combining the analysis of socio-scientific issues and scientific inquiry skills, and integrating existing cases of social survey project-based learning, a theoretical model is formed. This model is used to design a teaching framework for social survey project-based learning that incorporates socio-scientific issues. The first round of teaching activities involved implementing this framework, analyzing its effectiveness, and collecting data on inquiry abilities and interviews to verify its feasibility. The second round refined the teaching framework to better align the teaching process with corresponding activities, enhancing the overall implement ability of the framework and resulting in a complete teaching framework for social investigations project-based learning, which includes three levels: teaching segments, teaching activities, and resource support.

The findings indicate that students who underwent social investigations project-based learning demonstrated significant improvements across various indicators of scientific inquiry abilities, particularly in conducting experiments, collecting data, and interpreting conclusions. This suggests that the teaching framework effectively facilitates the development of key competencies in students' scientific inquiry processes. Specifically, through activities such as field surveys, questionnaire design, data organization, and analysis within project-based learning, students not only enhanced their understanding and application of scientific concepts but also improved their abilities to address real-world problems. This study contributes a new perspective to the field of science education, particularly in exploring how to enhance students' scientific literacy through social investigations project-based learning and how to integrate socio-scientific issues into inquiry-based learning.