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ERIC Number: ED035790
Record Type: RIE
Publication Date: 1968-Aug
Pages: 311
Abstractor: N/A
Reference Count: 0
The Influence of Analysis and Evaluation Questions on Achievement and Critical Thinking in Sixth Grade Social Studies. Final Report.
Hunkins, Francis Peter
The development of thinking is accepted as the most comprehensive aim of American education. A prominent means of stimulating pupils' thinking in the classroom is the effective use of questions. To design a good question, the teacher should begin by analyzing the type of thinking to be fostered and settle on the type of task to initiate such thinking. The phrasing of good questions has been neglected in research and practice. A major aim of the social studies incorporates the development of pupils' thinking. This study investigates the influence of question types on the stimulation of critical thinking and social studies achievement. The concern is centered on teachers' classroom questions, and employing questions to develop children's thought processes. Teaching is not just asking questions, but rather stimulating pupils to ask effective questions. Social studies should guide children's thinking in a consideration of the rapidly changing present. Appropriate questions can expedite the achievement of having children analyze and evaluate their world. The five chapters of this study outline the objectives of the research problem, touch on related literature, detail the procedures utilized in the study, and present findings and conclusions. This research presents the question as a significant variable in the teaching-learning process. This study is a beginning; additional research is needed on the relationship of questions and questioning in particular to the educational situation in general. (ON)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: Office of Education (DHEW), Washington, DC. Bureau of Research.
Authoring Institution: Washington Univ., Seattle.