For the thirty-ninth time, the Research and Theory Division of the Association for Educational Communications and Technology (AECT) is sponsoring the publication of these Proceedings. Papers published in this volume were presented at the annual AECT Convention in Las Vegas, Nevada. The Proceedings of AECT's Convention are published in two volumes.…

In many teacher education programs, some form of inquiry or practitioner research is now included in the preservice teacher education curriculum. The intention is to help teacher candidates become professionals who are lifelong learners who raise questions and research their practice across the professional career. At the same time, teacher…

Students can learn from writing, regardless of subject area, by keeping a learning log or journal. Several types of questions and topics are suggested for the teacher to guide students in making their entries. (DCS)

Uses the Socratic method as a point of departure and suggests steps that teachers can take to teach students how to formulate their own questions for better comprehension ability. (JK)

Students can benefit from being aware of the processes they use in learning. Teachers can tell students the names of the strategies and the rationale for each and can allow students time to formulate their own questions. Using the Taba method to teach about India is shown as an example. (MLF)

Examines the work of people who design exploratory exhibits for science museums. Discusses asking good questions, meaningful learning, design criteria from "interest experts," and four concepts about ideal learning environments which include choice in formal and informal learning, expert jargon and natural language, skills and dispositions, and…

Inquiry teaching forces students to actively engage in articulating theories and principles that are critical to understanding a domain. Inquiry teachers have three distinct goals: (1) to help students construct a given theory or set of principles; (2) to help students construct novel theories or principles; and (3) to teach students how to pose…

Describes some recent studies which establish that meaningful learning can be promoted by a certain type of questioning activity, called elaborative interrogation, that leads students to activate prior knowledge and tie it to the new information. (SR)

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…

Questions and questioning play a major role in both formal and informal educative processes. They are the means by which a child expresses the desire to understand the world outside and they subsequently become the means by which a teacher assesses whether or not a child has satisfactorily assimilated something. This book considers questions from…

This paper introduces the use of self-assessed questions (SAQ) in interactive learning material. SAQs have two related but separate functions in learning materials: SAQs sustain the student's concentration and breaks up the text, and SAQs help the student assess progress of learning at a particular point in the material. Examples are given of…

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…

In this discussion on how teachers can encourage and develop students' abilities to think critically and creatively it is pointed out that fostering discussion in the classroom opens new avenues of thought and stimulates divergent thinking. Recommendations for helping teachers foster discussion in the classroom are: (1) making reflective…

This publication reviews the research findings related to the verbal questioning behaviors and practices of teachers. It emphasizes current research related to the impact of questioning practices on student thinking, achievement, and attitudes. This includes questioning techniques and strategies, and approaches to the analysis of classroom…

Three reading comprehension strategies are presented to assist learning-disabled students: an advance organizer technique called "TELLS Fact or Fiction" used before reading a passage, a schema-based technique called "Story Mapping" used while reading, and a postreading method of categorizing questions called…