Offers modifications to the Question Answer Relationships technique that provide (1) a clearer explanation of different sources of information for answering questions, (2) an easier format for considering developmental differences in reading and learning, and (3) an expanded use for the technique both as a tool for teachers and as a strategy for…

The authors suggest that simply by changing the method of questioning, a teacher can change not only the intellectual demands in the classroom, but also the range of thinking strategies that provide for understanding and competence. (KC)

This book identifies the teacher's role and provides guidance on the motivation of students, teaching strategies, questioning techniques, and the assessment of student learning for effective teaching. Chapters include: (1) "Why Science? What Science?"; (2) "Bringing Children and Science Together"; (3) "The Right Question at the Right Time" (Jos…

The second in a series of articles concerning the pros and cons of whether it is better to use questioning as part of the teaching device or not to question during discussion focuses on the most effective nonquestioning techniques. Alternatives to questioning are given. (JN)

An illustration of the cognitive theory of inquiry teaching is presented in this paper in a tutorial dialogue on the nature of lenses. After a description of the goals of the method, the paper discusses the following ten general strategies inquiry teachers use to accomplish the goals: (1) selecting positive and negative exemplars, (2) varying…

Successful elementary teachers have long recognized that the ability to ask questions effectively is an important part of independent learning behavior. Discusses four basic types of questions students should be encouraged to employ in their search for understanding. Also gives eight essential procedures for carrying out a questioning session.…

Views are presented on education and health education that a student teacher should consider in a search for excellence in teaching, including the interest of health education to the student, nature of the learning process, development of a learning climate, and others. (MJB)

Describes the use of student-generated questions to enhance learning in a freshman-level communication skills course. As class exercises, students were asked to develop questions about an assigned reading, to analyze the questions, and to map the questions to identify important textual elements and various levels of thinking about the text. (DMM)

Argues that the capacity to read and derive benefit from literature involves an interaction of at least three related abilities--aesthetic reading, reflecting, and problem solving. Offers an inquiry approach to teaching literature as one way to promote student development of these abilities. (RL)

Certain thinking and language skills are common to content disciplines. Different types of thinking are triggered by factual, convergent, divergent, and judgmental questions. The four levels of oral and written response are factual, logical, creative, and judgmental. An effective school language policy balances and integrates these skills in the…

This study compared effectiveness of cognitive modeling with and without verbalization in teaching 60 learning-disabled elementary students efficient questioning strategies. Results indicated that both groups showed significant reductions from pretreatment to posttreatment in the number of questions required but no effectiveness differential…

Intended for practitioners, this book identifies some important strategies for processing information in different ways. The book is organized around the framework of Bloom's Taxonomy: remembering information, understanding information, applying information, analyzing information, synthesizing/creating information, and evaluating/criticizing…

The paper describes the use of writing as an instructional strategy to integrate several contemporary issues all of which focus on the teaching of human development theories. Issues include postmodern thought, higher level thinking process, conceptual conflict, and arousal, motivation, and integrating the writing process into the psychology…

A model for teaching social studies by the discovery approach is presented. The authors maintain that the temporal inquiry teaching model holds considerable promise for encouraging student enthusiasm, emphasizing higher cognitive levels, and stimulating divergent student thinking and activity. (Author/DB)

Proposes that questions in textbooks be restructured to include pre-reading questioning techniques as well as review questions and post-reading analysis in order to stimulate interest and give direction to the reading activity. Lists a series of questions for use in geography classes which provide a framework for seeking out salient details,…