Questions In Classroom Research Articles

Accountabilitiy in Responding to Classroom Questions

The purpose of this investigation was to determine whether or not accountability in responding to classroom questions affects student performance. Students who were required to respond orally to questions previously answered in writing performed better on post-tests than students who were allowed to volunteer answers to the oral questions. Similar results were obtained when subjects were restricted either to low-level or to high-level question programs. The degree to which students perceive themselves accountable or required to respond orally at a later time in the classroom should be considered as an important factor in student learning.

Cognitive Emphasis of Geometry Teachers' Questions

The purpose of the present study was to analyze the cognitive range of geometry teachers' classroom questions and to determine the extent to which teachers ask questions at each of four levels. In the 13 classrooms studied, 24 percent of the questions asked were at the memory level, considerably less than the percentage typically asked by teachers of other subjects. Analysis showed significantly more comprehensive questions were asked than questions on any of the other three levels. Although there was no significant difference between the frequency of memory and application questions, each was asked significantly more often than higher level questions.

Classifying Classroom Questions

Classifying Classroom Questions

Reading, Writing, and Creativity

Click to increase image sizeClick to decrease image size NotesJ. P. Guilford, “Creativity in the Secondary School,” The High Scheol Journal, Vol. 48, 1965, p. 453.E. P. Torrance, Guiding Creative Talent (Englewood Cliffs, New Jersey: Prentice-Hall, Inc., 1963).J. Getzels and P. Jackson, Creativity and Intelligence (New York: John Wiley and Sons, Inc., 1962).E. P. Torrance. “Guidelines for Creative Teaching,” The High School Journal, Vol. 48, 1965, p. 464.Robert C. Pooley, “Reading and the Language Arts,” Development In and Through Reading: Yearbook of the National Society for the Study of Education (Chicago, Illinois: University of Chicago Press, 1961), p. 48.Walter Van Tilburg Clark, “The Portable Phonograph.” Advanced Composition: A Book of Models for Writing, edited by John E. Warriner (New York: Harcourt, Brace and World, 1961), pp. 451–460.Katherine Mansfield, “Miss Brill,” Advanced Composition: A Book of Models for Writing, pp. 430–435.Josephine Johnson. “Alexander to the Park,” Advanced Composition: A Book of Models for Writing, pp. 438–447.Norris M. Sanders, Classroom Questions, What Kinds? (New York: Harper and Row, 1966).Frank Jennings, This is Reading (New York: Bureau of Publications, Teachers College, Columbia University, 1965), p. 62.

Determining the level of inquiry in teachers' questions

AbstractThe purpose of this investigation was to determine if an instrument, originally designed to classify levels of teachers' questions on the basis of logical operations, could be utilized to measure the level of inquiry present in a classroom discussion and to determine if the inquiry questioning behavior of the teacher influenced student achievement. The results of the study show that the modified classification scheme could accurately and reliably measure the inquiry level of teachers' classroom questions. The data also indicated that teachers who ask a greater proportion of high inquiry questions cause a greater change in students as measured by an achievement examination.

Alchemy in the classroom

The author introduces Mager's content-performance objectives, Bloom's taxonomy of cognitive levels, Sander's classroom questions, and McKeachie's teaching techniques.

Classroom questions: Keys to children's thinking?

Children should learn to perform a number of intellectual operations such as solving problems efficiently, describing phenomena accurately, and analyzing ideas rigorously. In many classrooms, however, the variety of thinking tasks required of students is limited and may often be restricted to nothing more than recalling memorized information (Davis and Tinsley, 1967; Gallagher and Aschner, 1963). Although the teacher may be unable to control all the intellectual activity occurring among unique individuals in an active learning situation, he can greatly influence the level of thinking by the expectations he establishes for his pupils. In other words, he is likely to get the kind of thinking he asks for. If the teacher is uncertain whether his methodology promotes thinking skills, how might he measure the quality of his instruction? The purpose of this article is to translate a broad objective such as teaching stuGARY MANSON

Classroom questions and the student teacher

Since questions consume a large portion of class time, Dr. Sciara believes they deserve serious study. His analysis of questioning should be valuable to both beginning and experienced teachers.

Cognitive objectives revealed by classroom questions asked by social studies student teachers

(1967). Cognitive objectives revealed by classroom questions asked by social studies student teachers. Peabody Journal of Education: Vol. 45, No. 1, pp. 21-26.

Art Teacher Classroom Questioning

Art Teacher Classroom Questioning

The extent of classroom questioning activity of high-school pupils and the relation of such activity to other factors of pedagogical significance.

The extent of classroom questioning activity of high-school pupils and the relation of such activity to other factors of pedagogical significance.

Inferring Level of Mental Activity from Pupils’ Classroom Questions

Inferring Level of Mental Activity from Pupils’ Classroom Questions

Inferring type of pupil mental activity from classroom questions asked.

Inferring type of pupil mental activity from classroom questions asked.