ERIC Number: ED045593
Record Type: Non-Journal
Publication Date: 1970
Reference Count: N/A
The Effects of Instruction Based on Elements of Critical Reading Upon the Questioning Patterns of Preservice Teachers. Final Report.
Meehan, Sister Trinita
This study was designed to show the effects of three instructional strategies incorporating the use of the cognitive and affective taxonomies on the kinds of questions preservice teachers ask children in reading instruction. The strategies, administered to 120 preservice elementary teachers enrolled in language-arts methods classes, involved 1) traditional approaches without any emphasis on the kind of questions asked, 2) the use of Krathwohl's taxonomy of the affective domain, and 3) the use of Bloom's taxonomy of the cognitive domain. A post-test required 10 teachers from each group to teach a video-taped mini-lesson and the questions asked by them were classified in four categories: cognitive-memory, convergent, divergent, and evaluative. Analysis of variance, t tests, and chi-square procedures were applied to the data, and the following findings obtained: 1) As a result of analysis of variance, the three strategies did not show any significant differential effects. 2) As a result of multiple t analysis, the cognitive group showed a significantly larger use of critical-type questions than the traditional group. 3) The affective group showed a favorable tendency toward the increased use of evaluative-type questions compared with the traditional group. (MBM)
Publication Type: N/A
Education Level: N/A
Sponsor: National Center for Educational Research and Development (DHEW/OE), Washington, DC.
Authoring Institution: Indiana Univ., Bloomington. School of Education.