Influence of Teacher-Directed Scientific Inquiry on Students' Primal Inquiries in Two Science Classrooms

• In Event: 41.052 - Constructivist Theory, Research and Practice SIG: Focus on Preservice and Classroom Practices

Abstract

The results of this qualitative case study include evidence for three propositions, which were derived from previous literature. Strong evidence was provided in support of all three propositions, which suggest an overall negative impact on climate-related factors of interest, motivation, and engagement for students working within a teacher-directed scientific inquiry environment. Very little existed in terms of time, materials, or opportunities for students to explore science using their own questions and processes. Furthermore, as students conformed to a teacher-directed inquiry environment, their own primal inquiries were displaced and undervalued. Ownership belonged to the teacher and precluded primal inquiries in both classrooms.

Author

• Brian A. Stone, Northern Arizona University