This study investigated the relationship between teacher behavior and pupil reflective dialogue in the classroom assuming that social problems provide a natural springboard for inquiry through classroom discussion. It was hypothesized that different teacher strategies promote different types of class interaction. Discussion styles were to be categorized as expository, inquiry-nonprobing, and inquiry-probing according to the essential components of reflective thinking: 1) recognizing a problem; 2) presenting hypotheses, and, 3) probing hypotheses by testing their defensibility. In addition, it was anticipated that the two types of inquiry classes would differ in terms of the cognitive interaction. Sixteen social studies classes in fifteen different Michigan secondary schools comprised the sample. The intent was to audio-tape normal classroom practice with verbal behavior coded using the Michigan Social Issues Cognitive Category System focusing on hypothesizing, defining, clarifying, and evidencing. An I/D ratio similar to Flanders' measured whether teachers attempted to influence the discussion directly or indirectly (inquiry). It was found that: 1) the level of student participation was greater in the inquiry classes; 2) teachers tend to ask more questions and use student ideas more in inquiry classes; and, 3) the main aspect of teacher influence was the type of questions asked. ED 039 161 and ED 039 162 are other project reports. (SBE)