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ERIC Number: ED032252
Record Type: RIE
Publication Date: 1968-Sep
Pages: 213
Abstractor: N/A
Reference Count: 0
A Descriptive Study Determining the Effects of a Method of Instruction Designed to Improve the Question-Phrasing Practices of Prospective Elementary Teachers.
Cunningham, Roger T.
A study sought to cause a change in the question-phrasing practices of 40 students enrolled in elementary science methods classes. A method of instruction involving the analysis of videotaped classroom lessons illustrative of four categories (cognitive-memory, convergent, divergent, and evaluative) of poorly phrased and effectively phrased questions was designed and used as the basis of seven periods of instruction designed to cause a significant change from a greater proportion of low level (cognitive memory) questions, contructed by the students for elementary school science lessons, to a greater proportion of high level (divergent) questions. Questions constructed by students on pre- and posttests were evaluated by seven judges. Data analysis included use of the "sign" test and chi square to test the significance of change. Findings led to conclusions that the ability of prospective elementary teachers to construct a greater proportion of effectively phrased questions can be improved by instruction, that they can learn to construct a greater proportion of divergent questions for science, and that a method of instruction employing the analysis of videotaped classroom lessons can be effective for causing such change. (Included are the measurement instruments, criteria for analyzing questions, transcriptions of videotaped lessons, bibliography, discussion of implications, and recommendations.) (JS)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Submitted in partial fulfillment of the requirements for the Doctor of Education degree, Indiana University, September 1968.