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ERIC Number: ED039189
Record Type: RIE
Publication Date: 1970
Pages: 16
Abstractor: N/A
Reference Count: 0
Varying the Cognitive Levels of Classroom Questions: An Analysis of Student Teachers' Questions and Pupil Achievement in Elementary Social Studies.
Rogers, Virginia; David, O. L.
This study sought to determine whether student teachers' questioning strategy can be modified to increase their use of higher level cognitive questions and also whether student achievement was higher in classes where the teacher asked more high level questions. Subjects of the study were 20 student teachers assigned to fifth-grade classes in public schools, who were pretested for similar questioning behavior. The 10 students in the experimental group participated in seminars on purposes and use of different cognitive levels of questions. All student teachers taught a 4-day unit on the same substantive material. Each day, their questions were recorded by observers using a specially developed observation schedule. Following the unit, pupil achievement was assessed by a specially prepared test. Analysis of data revealed that the trained student teachers asked a significantly greater number of higher level cognitive questions than those not specially trained. Pupil achievement in the two groups was not significantly different. This could be attributed to the limited time that students were exposed to higher level questions and to the probability that student teachers have little "power" to influence pupils in their responses. Further research is recommended on the relationship between teacher behavior and student achievement and on the place of question strategy training in teacher education. (Author/RT)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at annual meeting, AERA, Minneapolis, 1970