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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ338024
Record Type: CIJE
Publication Date: 1986
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
The Effects of Teachers' Wait-Time and Knowledge Comprehension Questioning on Science Achievement.
Riley, Joseph P.
Journal of Research in Science Teaching, v23 n4 p335-42 Apr 1986
Investigated effects of varied wait-time durations and cognitive questioning levels on student achievement. Analyses of achievement results (using 30 preservice elementary teachers and 129 students) indicated significant differences attributable to teacher wait-time and cognitive questioning level. (JN)
Descriptors: Academic Achievement, Elementary Education, Elementary School Science, Questioning Techniques, Science Education, Time Factors (Learning)
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: Researchers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Science Education Research; Wait Time