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ERIC Number: ED450647
Record Type: RIE
Publication Date: 2000-Dec-6
Pages: 14
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Using Think-Aloud Protocols To Assess Cognitive Levels of Students in College Classrooms.
Whittington, M. Susie
The cognitive levels of instruction of professors from the Pennsylvania Governor's School for the Agricultural Sciences (PGSAS) and the cognitive levels of thought among students were studied. The classes of 4 of 16 PGSAS professors were selected for analysis, and researchers recorded the frequency of observable teacher behaviors from each level of Bloom's "Taxonomy" in 6-minute intervals. Professors also completed a questionnaire about teaching skills and knowledge of cognitive levels of teaching. The second target population for the study was 64 scholars at the PGSAS during the summer of 1998. These subjects completed a questionnaire for background information before completing think aloud protocols about their thought processes during class. Findings show that professors were generally teaching at lower cognitive levels, with the most common teaching behaviors being basic elicitation of facts, verbalizing from or about graphic representations, and making generalizations or conclusions. When professors did teach at higher cognitive levels, the most common behaviors were producing unique communication and divergent ideas, showing interactions and relationships, and applying abstract knowledge. Students, however, primarily thought "random nonsense thoughts" during lectures. The implications of these findings are discussed, and some recommendations are made for improved instruction. (Contains 2 tables and 24 references.) (SLD)
Publication Type: Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A