ERIC Number: ED261071
Record Type: Non-Journal
Publication Date: 1985-Apr-2
Reference Count: N/A
A Cognitive Developmental Approach to Question Asking: A Distancing Model Analysis.
Sigel, Irving E.
A conceptual model is presented for the development of thinking skills by using an instructional model employing high level cognitive demands. "Distancing" is proposed as the concept to denote behaviors or events that separate the child cognitively from the immediate behavioral environment. Forms and functions of distancing behavior are described. The conceptualization is a disequilibrium model where the teacher's questions create discrepancies and thereby activate the student to participate in the engagement. Activities which propel the student toward achieving a dynamic state of equilibrium seem to have a positive effect; effects at different age levels are discussed. The critical feature in applying this model is shown to be the quality of teacher questioning strategy. Examples are presented from transcripts of student-teacher interactions. (GDC)
Descriptors: Cognitive Development, Cognitive Objectives, Conflict Resolution, Developmental Stages, Elementary Secondary Education, Higher Education, Inquiry, Learning Theories, Models, Parent Child Relationship, Problem Solving, Questioning Techniques, Structural Analysis (Linguistics), Teacher Student Relationship, Teaching Methods
Publication Type: Speeches/Meeting Papers; Reports - Research
Education Level: N/A
Authoring Institution: N/A