ERIC Number: ED344770
Record Type: RIE
Publication Date: 1991
Reference Count: 0
Levels of Questioning in Current Elementary Textbooks: What the Future Holds.
Risner, Gregory P.; And Others
In an attempt to determine the level of questioning according to Bloom's taxonomy, generated by test items that accompany selected fifth-grade science textbooks, an analysis of the tests provided by three of the most commonly used elementary science textbooks was completed. Additionally this analysis examined the extent to which each series emphasized the higher levels of questioning and what significant differences, if any, existed between the old and new publications in the number of knowledge-level and above-knowledge-level test items included in end-of-chapter tests. One hundred items from end-of-chapter tests were analyzed from each edition (old and new) of the textbook series (200 per series), which represented a total sample consisting of 600 items. Interrater agreement on training materials reached the 96% level. The 600 items were randomly selected and categorized by the researchers and one experienced classroom teacher, according to the six major categories included in Bloom's taxonomy: knowledge, comprehension, application, analysis, synthesis, and evaluation. Based on the assumption that the three science textbooks selected for study are representative of all science books, one conclusion is that higher order thinking skills are not elicited by end-of-chapter tests that accompany science textbooks. The lack of emphasis on application, analysis, synthesis, and evaluation levels of questioning indicates a gap between the stated goals of elementary science textbooks and actual published material. (KR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Identifiers: Blooms Taxonomy
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Lexington, KY, 1991).