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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ598321
Record Type: CIJE
Publication Date: 1994
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0002-8312
Guiding Knowledge Construction in the Classroom: Effects of Teaching Children How To Question and How To Explain.
King, Alison
American Educational Research Journal, v31 n2 p358-68 Sum 1994
Compared two different guided questioning strategies and unguided questioning and assessed the knowledge construction of 48 fourth and fifth graders in the questioning conditions. Results support the conclusion that questions designed to access prior knowledge and experience are more effective in enhancing learning than questions simply designed to promote connections among ideas in a lesson. (SLD)
Descriptors: Elementary School Students, Intermediate Grades, Learning Strategies, Prior Learning, Questioning Techniques
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Knowledge Acquisition
Note: Research supported by a grant from California University, San Marcos.