The Effects of Teachers' Wait-Time and Knowledge Comprehension Questioning on Science Achievement.

Riley, Joseph P.

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Peer reviewed

ERIC Number: EJ338024

Record Type: Journal

Publication Date: 1986

Pages: N/A

Abstractor: N/A

ISBN: N/A

ISSN: ISSN-0022-4308

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The Effects of Teachers' Wait-Time and Knowledge Comprehension Questioning on Science Achievement.

Riley, Joseph P.

Journal of Research in Science Teaching, v23 n4 p335-42 Apr 1986

Investigated effects of varied wait-time durations and cognitive questioning levels on student achievement. Analyses of achievement results (using 30 preservice elementary teachers and 129 students) indicated significant differences attributable to teacher wait-time and cognitive questioning level. (JN)

Descriptors: Academic Achievement, Elementary Education, Elementary School Science, Questioning Techniques, Science Education, Time Factors (Learning)

Publication Type: Journal Articles; Reports - Research

Education Level: N/A

Audience: Researchers

Language: English

Sponsor: N/A

Authoring Institution: N/A

Grant or Contract Numbers: N/A

Author Affiliations: N/A