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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ249136
Record Type: CIJE
Publication Date: 1981-Jul
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-4308
The Effects of Preservice Teacher's Cognitive Questioning Level and Redirecting on Student Science Achievement.
Riley, Joseph P., II
Journal of Research in Science Teaching, v18 n4 p303-09 Jul 1981
Reports on a study which investigated the effects of varying percentages of high cognitive questions on primary and intermediate students' achievement at the knowledge, comprehension, and analysis levels. Also investigated the effects of redirecting questions on student achievement. (CS)
Descriptors: Academic Achievement, Elementary Education, Elementary School Science, Elementary School Students, Higher Education, Preservice Teacher Education, Questioning Techniques, Science Education, Science Instruction, Science Teachers
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Science Education Research