<p>This viewpoint article analyzes several limitations of current science education practices and proposes a pragmatic avenue for strengthening students’ scientific thinking. It argues that many classroom inquiry activities remain organized around linear and verification-oriented models that leave little room for genuine epistemic engagement. To address this problem, the article advances two complementary proposals: first, to treat scientific thinking as the product of a continuous developmental process by organizing repeated inquiries around the same problem, or around closely related problems; and second, to assign a more central role to the presentation, defense, and collective evaluation of results. Repeated inquiry is argued to help learners build on prior attempts, refine methodological choices, and strengthen the persuasiveness of their conclusions, while peer defense fosters epistemic agency, critical reflection, and a deeper understanding of the social regulation of scientific knowledge. Although such changes entail practical constraints, the article argues that targeted and realistic adjustments to existing classroom practices may support a more meaningful development of scientific thinking.</p>