ERIC Number: ED184814
Record Type: RIE
Publication Date: 1978-Apr
Reference Count: 0
The Effect of Studying Different Question Classification Systems on Preservice Teachers' Ability to Classify Questions and Attitudes Toward Questioning.
Riley, Joseph P., II
Presented is an evaluation of the effect of the three most commonly used question classification systems on preservice teachers' ability to classify questions and on their attitude toward questioning. Thirty elementary science teachers were randomly assigned to one of three treatment levels. Each treatment level consisted of self-instructional modules in which the Aschner, Bloom, or Sanders category systems were presented. Standardized gain scores were compared for each treatment, and results indicated that the Aschner-based question classification system had some advantages over the other two systems in terms of improving ability to recognize and classify questions based on cognitive levels and a more positive attitude toward using the classification system. (CS)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Science Education Research
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (51st, Toronto, Canada, March 31-April 2, 1978).