ABSTRACT Scientific inquiry is an often misunderstood concept in many elementary classrooms. On the inquiry spectrum, teacher-directed (TD) scientific inquiry is prevalent in schools. From a critical and social constructivism framework, TD inquiry programs affect students’ original/unhindered questions, called primal inquiry (PI), and processes in science as well as classroom climate factors, such as engagement, interest, and motivation. For this case study, two 4th-grade elementary science classrooms were observed for a total of 23 hours, and 22 students were interviewed. The classroom climate was described in relationship to TD inquiry and its influence on the students’ own inquiries (PI). Classroom observations, field notes, student interviews, and science journals were analyzed for any impact of TD instruction on students’ own inquiries (PI). Overall, three major effects were observed: multiple and substantial barriers to authentic student inquiry existed, students’ original questions were rarely engaged or revisited in the classroom (inelasticity), and climate factors (engagement, interest, and motivation) were negatively affected in relation to TD inquiry events.

中文翻译：

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在两个美国科学教室中，理解教师指导的科学探究对学生原始探究的影响

摘要在许多基础教室中，科学探究是一个经常被误解的概念。在探究范围内，教师主导（TD）的科学探究在学校中十分普遍。从批判性和社会建构主义的框架来看，TD探究计划会影响学生的原始/不受阻碍的问题，称为主要探究（PI），科学过程以及课堂环境因素，例如参与度，兴趣和动机。在本案例研究中，观察了两个四年级基础科学教室，总共进行了23个小时，并采访了22名学生。课堂气氛与TD查询及其对学生自己的查询（PI）的影响有关。分析了课堂观察，现场笔记，学生访谈和科学期刊，了解TD指令对学生自己的查询（PI）的影响。