Answers to mathematical problems come in all forms and most come with a variety of questions. Students often forget to ask questions once they have found an answer. This paper suggests that students would always benefit by questioning answers.

The professional instructional designer frequently develops instruction for someone else--an outside client, another department of his or her organization, or colleagues who have content knowledge but lack specific instructional skills. The role of consultant poses unique hazards and opportunities, as it requires the use of relationship and…

Discussed is the case for problem solving in mathematics classrooms. The characteristics of "good" questions are identified. The assessment of questions and questioning techniques is considered. (CW)

Discusses computer-based training (CBT) methods that emphasize an interactive learning environment but do not require video. Topics addressed include cognitive processes; different levels of interaction, including simulation or problem solving; the use of icons and buttons; hypertext; differences in learning styles; and thought-provoking…

Discusses the development of inquiry skills as a legitimate goal for education and possible ways of using technology to support the inquiry process in classrooms. Three elements of inquiry are examined--how inquiry can be motivated, the centrality of questioning, and metacognitive aspects--and examples of classroom projects are given. (EM)

Research on teachers' question-asking practices indicates that strategy utilizing both initial and follow-up questions helps students develop the ability to reason for themselves. Five types of follow-up questions discussed are questions seeking: (1) clarification; (2) evidence; (3) greater specificity; (4) a more appropriate focus; and (5)…

Discusses the benefits of discovery learning, as opposed to a direct, lecture method, and offers 10 discovery strategies, such as playing 20 questions, using the Socratic method, and problem solving. (JC)

Examines the importance of learning environments as sites for change in science education, describing work with elementary teachers in which researchers are designing learning environments featuring guided inquiry. After explaining how to plan and enact guided inquiry instruction in science, the paper reflects on experiences implementing it in…

Despite the endorsement of problem solving by social studies educators as an important process for students to learn, research shows that most social studies teachers do not include such higher level intellectual processes in their teaching. This paper specifically deplores the lack of attention to inquiry problems. The authors suggest that social…

Describes 10 key elements of generic teaching strategies for developing student thinking and provides a rationale for the participation of school library media specialists in developing student thinking skills. The role of media specialists within the school and the importance of information-based decision making in a free society are discussed.…

Discusses the importance of teacher intervention in the use of Logo in elementary and junior high schools, emphasizing a process-oriented approach to teaching. The use of worksheets, questioning techniques, and providing a socially reflective and interactive environment are described, and a checklist to see if criteria are being successfully met…

Focuses on presumed functions of orienting activities, such as advance organizers, pre-questions, and statements of performance expectations, as well as the implications of such functions for the design of computer-based interactive video (CBIV). Application of empirically founded principles in design and production of CBIV is described.…

Discusses the importance of attracting and maintaining student interest when teaching history. Argues that students learn best when they participate. Recommends using open-ended questions to motivate students to the process of studying history, making choices, and looking for answers. Emphasizes the value of mentoring, continuing education, and…

Argues that classroom dialogic (structured, open-ended) inquiry, through problem-posing, is a tool for classroom research into second-language instruction, helping teachers develop better understanding of students' backgrounds, motivation, cultures, and strategies for learning English. Outlines steps in dialogic inquiry, and offers examples of its…

A third-grade teacher and a teacher educator argue that, in an elementary mathematics class in which the teacher is encouraging the children to communicate and justify their mathematical ideas, the features of a mathematical task shape the mathematical discourse. They conjecture that divergent tasks, problems with many correct answers, may…