Different Types Of Questions Research Articles

Student Passivity: A Study of Question Asking in K-12 Classrooms

This study examines the socialization of student question-asking behavior, one aspect of learning how to learn in school. Good (1981) argues that because of differential teacher feedback, some students learn to become intellectually passive in classrooms. The study documents students' self-initiated questions in an attempt to determine whether highand low-potential students learn different questioning skills. To examine this question, we developed a coding system to differentiate nine types of questions students in grades K-12 ask. The system also identified target students to allow comparisons of students by ability (teachers' ratings) and sex across different types of questions. Twelve observations were made in each of 22 classrooms. Findings indicate that students in grades K-12 asked similar numbers of questions; however, the distribution of those questions varied somewhat with grade level. Requests for meaningful explanations were relatively infrequent at all grade levels, and procedural questions were relatively frequent at all grade levels. Male kindergarten students and students perceived by teachers to be low-achieving asked many more questions than female kindergarteners and all high-achieving students. As age increased, female students asked about the same number of questions as male students; however, low-achieving students over time askedfewer questions than students at other achievement levels, which provides some support for Good's (1981) passivity model.

Questioning ORACLE: an assessment of ORACLE'S analysis of teachers' questions

Summary The ORACLE project is one of the most extensive pieces of classroom observation research in Britain. In this article one part of this research, the analysis of teachers’ questions, is examined in detail. We argue that the rules ORACLE use for identifying different types of question involve levels of ambiguity and inference that threaten the reliability and validity of the study's major findings. We also examine the implications of some of the sampling decisions made by the ORACLE team. Our conclusion is that serious methodological problems remain unresolved in ORACLE, but that these are shared with most other research in the field. There is an urgent need for these problems to be tackled directly and systematically.

Comparison of Exclusive versus Inclusive Classes by Young Children

MILLER, LEON K., and BARG, M. D. Comparison of Exclusive versus Inclusive Classes by Young Children. CHILD DEVELOPMENT, 1982, 53, 560-567. Children were asked to compare the quantities of classes under 2 conditions: when 1 of the classes of objects is a subordinate of the other (the traditional class-inclusion problem) and when the terms refer to exclusive sets, but at different levels of generality. Contrary to recent reports, the second type of problem was generally found to be easier, except when embedded in a series of different types of questions. Explanations for responses and response latencies also differentiated inclusive and exclusive class problems. These results were discussed in terms of the processes associated with solution of class-inclusion problems and the sensitivity of these processes to contextual effects.

ON QUALITATIVE DIFFERENCES IN LEARNING—II OUTCOME AS A FUNCTION OF THE LEARNER'S CONCEPTION OF THE TASK

Summary. Two groups of 20 first‐year students were asked to read three sections of a textbook. After the first two sections the groups received different types of question. One group received questions which demanded a thorough understanding of the meaning of the passage. The other group was given detailed factual questions. After the final section of reading a common set of questions of both types was asked. Besides providing further evidence of qualitative differences in learning, the experiment showed that students did adapt their way of learning to their conception of what was required of them.

Hypothetical Moral Situations

Abstract: Hypothetical moral situations are often used by teachers and researchers in order to simulate real‐life moral problems. This article draws some logical distinctions between different types of moral conflict and the different types of question that can be asked about them. It is suggested that this approach must have serious limitations if it is assumed that there is a direct and straightforward connection between hypothetical and real‐life moral judgments, as the former necessarily lack the situational features of the latter.

The use of computers with chemical structural information: ICI CROSSBOW system

AbstractScientists ask several different types of question involving chemical structures with other property data. ICI has considered these question types in developing the CROSSBOW system for chemical structure recording and search. The system relies on the use of the Wiswesser Line‐Formula Notation to represent structures as compact, logical, unique and unambiguous codes suitable for computer processing.The notations can be converted into detailed explicit descriptions of molecular structure known as connection tables. These allow the most exact atom‐by‐atom search technique for a specified atomic network anywhere in the molecule. To facilitate more general searches, and to provide a screen to reduce input to the exhaustive atom‐by‐atom procedure, two other chemical search techniques are implemented. The first is a fast search for the occurrence of certain chemical fragments, using a fragment set generated from the notations: the second is a search of the notations themselves for symbol strings relating to the required substructure.Output from the search is in the form of structural diagrams generated from the connection tables. Data from associated property files can be displayed along with the structures, or searched as an additional parameter. The CROSSBOW system operates not only on ICI internal files, but also on commercially‐available data bases. These include the Aldrich chemical catalogue, the Index Chemicus Registry System current awareness tapes, and Hansch structure/activity files.

RESEARCH ISSUES IN CHILD HEALTH

The discussion of research issues in child health and nutrition at this symposium has centered around what are really two different types of questions. One type of question is in regard to political imperatives: imperatives for social and economic change, imperatives for change in the circumstances of whole segments of population, and imperatives for the expression of dignity and for the expression of self-determination on the part of these segments of the population. The second type of question, which has been confused with rather than integrated with the first, concerns research issues and research problems that may be confronted in the area of health, education, and development, particularly as it affects certain segments of the population which are called "socially disadvantaged." This "disadvantaged" population has not merely been culturally deprived. Its members have been exploited. They have been segregated in the community. They have been subjected to excessive and unbearable patterns of insult for centuries. They have been deprived of housing, of health, of educational and economic opportunities, and of a variety of other things. Our discussion takes place in an atmosphere in which a significant segment of this part of the American population is expressing itself in various and heterogeneous ways and in many different voices, but with a common message, namely, "We wish to be heard. We wish to be determiners of our own destinies. We wish to define the kinds of problems we have and the ways in which the problems we have are to be approached. problems we have are to be approached.

The logic of explanation in anthropology

This paper is about the problem of explanation in anthropology. There are, broadly speaking, three theories of explanation, namely, the scientific theory, the historical theory, and finally what I have decided to call the phenomenological theory, after M. Natanson. The author argues that none of the three theories is adequate by itself to encompass the complex nature of anthropological science. The three theories correspond roughly to at least three different types of questions raised by anthropologists, and this being the case the principle of methodological tolerance seems a natural and sensible principle to adopt. The paper also deals with the problem of reduction, i.e. the problem whether the three theories are different from and logically independent of one another.

On the Art of Asking Questions

literary material on the intermediate level was provided by Udo Miinnich in the first issue of Die Unterrichtspraxis (p. 65-69). The presentation here is not concerned with content and interpretive questions, but with the linguistic basis for good questioning and the use of interrogatives from the very first day of the German course on. Although questions are widely used by FL teachers, the desired results are not always obtained because of the lack of awareness of the different kinds of questions and the function each serves. In addition, not enough attention is given to teaching students how to answer and ask questions in a FL. The purpose of this article is to discuss the asking and answering of questions, the different types of questions and how they can be used to best advantage, from the structural point of view. Questions must be geared to the level of linguistic competence and the level of knowledge (or ignorance) of the student.

Ask the Right Questions?

MAX LERNER once described his passing the front of a small pawn shop where a sign in the window asked: If you're so smart, aren't you rich? Admittedly fascinated by the sign, he returned to it again again. couldn't answer the he remarked, and what's more, I didn't know I couldn't! Then it came to me. It was the questionl Many teachers ask such wrong questionsl Certainly every teacher needs to be able to ask the questions. But what are the questions? I am not speaking in an absolutist or totalitarian sense, where right refers to only one type of action, predetermined by some external source. Rather, I propose that there are several different types of questions which teachers may ask, depending upon what purposes they have in mind. In this sense, the questions are those which assist the teacher in achieving a particular objective or set of objectives he considers important. Unfortunately, far too many teachers have no purpose in mind. I am convinced that you can tell a great deal about a teacher by the answer he gives to the question: Why are you teaching this [fact, concept, generalization, or whatever it may be]? Teachers need to continually ask themselves: Why am I doing this? By asking themselves this question, arriving at a satisfactory answer (however temporary), they can determine what questions to ask their students. Teachers who know the why of a particular undertaking will most likely be able to convince students of the relevance of that which

Biases in prediction by regression for certain incompletely specified models

The technique of regression analysis has been in general use for many years. Its wide acceptance has led people in many fields to adjust the technique in various ways to answer questions which are outside its field of applicability. Thus, an engineer might feel that the tensile strength of cement depends on the ratio of cement to aggregate, amount of water used, temperature and humidity of surrounding air during hardening, pressure applied, coarseness of the aggregate used, etc. To estimate the relationship of strength to the other variables mentioned he might very well assume a linear regression model, perform an experiment or series of experiments, and use the usual least squares technique to estimate the unknown coefficients in the model. At some point in this procedure he may decide that all the independent variables or predictors he has included in his model are not really necessary to predict tensile strength 'accurately'. To decide the point objectively he tests the hypothesis (or hypotheses) that the coefficients of the doubtful predictors are equal to zero. If he accepts the hypothesis, he simply deletes the corresponding predictors from his model and, if he rejects the hypothesis, he retains the doubtful variables in his model. Similarly, a chemist might use the same type of procedure in deciding which of a group of predictors is necessary to predict accurately the purity of a chemical resulting from a given reaction. A psychologist might use the same procedure to decide which of a battery of test scores are necessary to predict an individual's 'success' in a given job. Many examples could be quoted of possible applications of the above-mentioned adjustment of the usual regression technique. Similarly, many different types of adjustments (that is, adapting regression techniques to answer different types of questions) could also be mentioned. (See, for example, Fireman & Wadleigh, 1951; Hollingsworth, 1959; Peperzak, 1956; Summerfield & Lubin, 1951.) Since this paper is concerned only with the particular technique already mentioned, no reference will be made to other possible adaptations. Bancroft (1944) was one of the first to consider the impact of preliminary tests of significance on subsequent estimation. His work was concerned with the bias introduced into an estimate of a regression coefficient, if a second coefficient is tested to be zero. Mosteller (1948) investigated the problem of pooling two means in estimating a population mean, using a preliminary test of significance to make the decision. Kitagawa (1951) obtained the distribution function and moments of the estimator studied by Bancroft and of a pooled estimator of a mean. He later (1959) studied the effect of certain preliminary tests of significance, to decide how many predictors should be included in a predictand, on the

Two Approaches to Computer Simulation.

The article considers two approaches to computer simulation: synthesis and analysis. Three classifications of simulation models are described: physical simulation models, analog simulation models, and mathematical simulation models. Each simulation approach is designed to answer different types of questions, and the advantages and disadvantages associated with each method are discussed. The author stresses the importance of understanding the individual behavior of the components of a complex system when seeking to discover the unknown behavior of the complete system.

Analysis of “Second-Guessed” Training Tests: Improvement on Objective Choice Tests Which are Reviewed and Re-Marked After Initial Correction

IN SOME training programs, a corrected objective examination is re turned to the student for review. Particularly in correspondence courses, below-standard papers may be returned for re-doing. Errors are indicated, but neither errors nor correct answers are explained by the corrector. The trainee reviews the questions that he has missed, and chooses one of the remaining answers as correct. The paper, which the trainee has re-marked, is then re-corrected by the school. The school then returns the paper to the trainee, with correct answers indi cated and explained. The fallacies of wrong choices may also be ex plained. The school makes these comments on the questions whether or not the trainee has passed the examination. While the procedure is some what laborious, its purpose is to make the trainee study intensively in his areas of weakness. The present article presents formulae which seem to show for ex aminations made up of objective questions, that the improvement on re examination depends on the type of objective question used. For some types of test item, the examinee will find it easy to pick the right an swers to questions which have been marked as errors on the basis of the first testing and on some not. Too great an apparent improvem e n t through inflated test scores after the review, may weaken discrimina tion by bringing all scores close to the ceiling of perfection. Then too, different types of questions have different effects on the extent to which the trainee can review effectively the subject-matter covered by the ex amination. Lowering the area of effective review obviously decreas es the peculiar training value of this system of correcting papers. The second remains a guess and fails as a review. The situation can be summarized in terms of certain formulas that may be helpful to workers in this area.

Questions and Answers

Abstract (We are attempting to inaugurate a different type of questions and answers page in this issue of the American Statistician. Our purpose is to stimulate an interest in conceptual and measurement problems which arise in the course of statistical work and which require discussion apart from purely mathematical considerations. It is hoped that our readers will find this approach of interest and value. We are inviting questions of this type.)