ERIC Number: ED188169
Record Type: RIE
Publication Date: 1980-Apr
Reference Count: 0
From Theory to Practice: Interpretive Inquiry.
Goldberg, Marilyn K.
Interpretive inquiry is a technique for open discussion in literature classes. The theoretical foundation for this technique is derived from cognitive psychology's finding that the success of a teaching-learning exchange depends on what the learner already knows about the subject and on the ability of the teacher to present the material for the learner to recognize and reprocess. In interpretive inquiry the students face one another, the teacher invites all comments with an attitude of acceptance, and the group is small and heterogenous. Questions should be stated as simply as possible and should be such that no right or wrong answers are expected but rather are those for which various interpretations can be supported with textual evidence; this develops higher-level knowledge including analysis, synthesis, and evaluation. Most important of the questions is the "lead off" question, which should be prepared in advance along with a few follow-up questions; most later questions will arise spontaneously. (DF)
Publication Type: Speeches/Meeting Papers; Reports - Descriptive
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the College English Association (11th, Dearborn, MI, April 10-12, 1980). May not reproduce clearly due to print quality.