ERIC Number: ED107491
Record Type: RIE
Publication Date: 1975-Mar
Reference Count: 0
The Effects of Two Differing Questioning Strategies on the Achievement and Attitudes of Elementary Pupils.
Bedwell, Lance E.
After participating in an inservice workshop designed to improve question-asking skills, nine teachers conducted discussion lessons based on science history stories selected from a fourth-grade reading series. Pupils within each class were randomly assigned to one of two groups. One group participated in discussion lessons that involved the extensive use of high level questions by the teacher. The second group's teachers used a preponderance of low level questions. Effects were evaluated using three lesson posttests which measured achievement at six levels of cognition and a measure to determine student attitudes toward the instruction and subject matter. Interpretation of the data analyzed showed it was possible to train teachers to classify and to write questions according to cognitive level using the procedures of the study, and to raise the cognitive level of their class discussions. Analysis of tape recordings produced before and after the workshop supported this conclusion. The different level of questioning did not seem to effect greater student achievement or more positive attitude. (Author/EB)
Publication Type: Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (48th, Los Angeles, California, March 1975)