ERIC Number: EJ1005173
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 38
Evaluating the Efficacy of Questioning Strategies in Lecture-Based Classroom Environments: Are We Asking the Right Questions?
Larson, L. R.; Lovelace, M. D.
Journal on Excellence in College Teaching, v24 n1 p105-122 2013
Classroom questions represent a potentially powerful tool for interacting with students and stimulating critical thinking. However, the efficacy of the question-and-answer approach to teaching is influenced by many factors, such as the type and cognitive level of questions asked as well as students' response time. To examine these factors and identify optimal strategies for asking questions in college classrooms, the authors assessed the use of questions in lecture-style science classes at a large public research university in the Southeastern United States. Results revealed several guidelines that could help instructors refine their questioning strategies to enhance student learning. (Contains 3 figures and 1 table.)
Descriptors: Classroom Environment, Lecture Method, College Science, Questioning Techniques, Teacher Student Relationship, Reaction Time, Time, Measurement, Discourse Analysis, Teacher Expectations of Students, Critical Thinking, Thinking Skills, Incidence
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Higher Education
Authoring Institution: N/A