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ERIC Number: ED011874
Record Type: RIE
Publication Date: 1967-Feb
Pages: 9
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
COGNITIVE OBJECTIVES REVEALED BY CLASSROOM QUESTIONS ASKED BY SOCIAL STUDIES STUDENT TEACHERS.
DAVIS, O.L., JR.; TINSLEY, DREW C.
TO DETERMINE THE RANGE OF COGNITIVE OBJECTIVES IMPLICIT IN THE QUESTIONS ASKED BY STUDENT TEACHERS AND THEIR PUPILS IN HIGH SCHOOL SOCIAL STUDIES CLASSES, 44 CLASSES WERE OBSERVED ACCORDING TO THE TEACHER PUPIL QUESTION INVENTORY (TPQI) DEVELOPED BY THE INVESTIGATORS. THE TPQI REQUIRES A 30-MINUTE CLASSROOM OBSERVATION DIVIDED INTO ALTERNATING 5-MINUTE PERIODS. EACH QUESTION ASKED BY THE TEACHER OR PUPIL IS CLASSIFIED INTO ONE OF NINE CATEGORIES--MEMORY, INTERPRETATION, TRANSLATION (OR TRANSFORMATION), APPLICATION, ANALYSIS, SYNTHESIS, EVALUATION, AFFECTIVITY, AND PROCEDURE. THE RESULTS SHOWED THAT BOTH TEACHERS AND PUPILS ASKED MORE "MEMORY" QUESTIONS THAN ALL OTHERS COMBINED. NEXT IN FREQUENCY WERE "INTERPRETATION" AND "TRANSLATION" QUESTIONS. THESE TWO CATEGORIES CAN BE COMBINED INTO ONE, "COMPREHENSION," DESCRIBED BY BLOOM (1965) AS THE LOWEST FORM OF INTELLECTUAL ACIVITY. THEREFORE, THE INTELLECTUAL ATMOSPHERE OF THESE CLASSES CAN BEST BE CHARACTERIZED AS MEAGER. TO REMEDY THIS SITUATION, THE AUTHORS PROPOSE THAT (1) MORE ATTENTION BE GIVEN TO DIFFERENT COGNITIVE OBJECTIVES IN SOCIAL STUDIES CLASSROOMS AND (2) INCREASED, SPECIFIC UNDERSTANDING OF QUESTIONING AND ITS PURPOSES AND IMPROVED QUESTIONING SKILLS BE INCLUDED IN TEACHER EDUCATION PROGRAMS. THIS PAPER WAS PRESENTED AT THE ANNUAL MEETING OF THE AMERICAN EDUCATIONAL RESEARCH ASSOCIATION (NEW YORK, FEBRUARY 1967). (LC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: New York (New York); Teacher Pupil Question Inventory