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ERIC Number: ED084136
Record Type: RIE
Publication Date: 1972
Pages: 165
Abstractor: N/A
Reference Count: N/A
Teacher Questioning Behavior and Pupil Critical Thinking Ability: A Study of the Effects of Teacher-Questioning Behavior on Pupil Critical Thinking Ability in Three Academic Subjects Offered in a Suburban High School.
Cohen, Martin Abraham
The purpose of this study was to examine the classroom questions of teachers of science, English and social studies and to determine whether the frequency and types of questions were related to changes in pupil critical thinking. The author hypothesized science teachers would ask more questions and higher level questions than teachers of English and social studies; pupils who were exposed to teachers who ask such questions would have greater changes in critical thinking ability. Forty-two tenth- and eleventh-grade teachers in the three academic subjects and 263 students in a single school who were already taking classes from these teachers made up the sample. Pupil critical thinking ability was measured at the beginning and again at the end of a 20-week observation period, by the Cornell Critical Thinking Test, Level X. Audio tapes were gathered for each teacher at approximately bi-weekly intervals and analyzed using the observational instrument of Davis and Tinsley. Results showed that science teachers asked more questions than social studies teachers, and significantly more questions of the translation and applications categories. No significant difference existed between high level cognitive questions asked by science and non-science teachers. (Author/EB)
University Microfilms, 300 North Zeeb Road, Ann Arbor, Michigan 48106 (Order No. 73-8158 MF-$4.00, Xerography-$10.00)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Note: Ph.D. Dissertation, New York University