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ERIC Number: ED040040
Record Type: RIE
Publication Date: 1970-Mar
Pages: 19
Abstractor: N/A
Reference Count: 0
Instruction on Questioning.
Konetski, Louis C.
This paper reports the procedures, results, and conclusions of a study of the effects of two instructional strategies on three aspects of preservice science teacher behavior: (1) the number of divergent and evaluative questions asked, (2) the proportion of divergent and evaluative questions asked, and (3) the total number of questions asked. The subjects were preservice science teachers enrolled in a methods course. Two instructors and two strategies were randomly assigned to the four groups. Following instruction, two post-tests were made, each following one phase of instruction. The first phase included reading the instructional program, and either categorizing or designing questions. The second phase included a conference with the instructor, during which each student discussed his questioning behavior. The investigator categorized questions into (1) cognitive-memory and convergent, and (2) divergent and evaluative from tape recordings made of 15-minute science lessons presented by the subjects. The major findings were that (1) instruction in classifying and designing questions significantly and positively affected both the number and proportion of divergent and evaluative questions asked and (2) conferences between the instructor and the student teacher were more effective in affecting the divergent and evaluative questions asked when used with the formal instruction presented. Bibliography. (LC)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: Morgan State Coll., Baltimore, MD. Dept. of Science Education.
Identifiers: N/A
Note: Paper presented at Annual Meeting of the National Association for Research in Science Teaching (43rd, Minneapolis, Minn., March 5-8, 1970)