Asking students questions is a ubiquitous but often underestimated aspect of teaching within higher education. Questions can be used to engage students in discussion, to check their understanding, and to encourage participation or sharing of ideas. However, while it is a useful strategy to prepare a few key questions before class, many questions…

This chapter argues that expert practice is an inquiry that surfaces a hermeneutic relationship between theory, practice, and the world, with implications for new lines of questioning in the Decoding interview.

This chapter describes a multidisciplinary faculty self-study about reciprocity in service-learning. The study began with each coauthor participating in a Decoding interview. We describe how Decoding combined with collaborative self-study had a positive impact on our teaching practice.

Epistemology, or the study of knowledge and knowing, is foundational for Library and Information Science (LIS) programs, as the recognition of different conceptions of how people "know" can help LIS professions handle diversity, especially gender diversity. The incorporation of epistemology can provide LIS students with more…

Reports on the use of a rapid feedback technique designed to provide students an opportunity to monitor their understanding of the material in introductory chemistry. (DDR)

In seven experiments, college or high school students studied texts containing either adjunct application or adjunct factual questions. Students were then tested for their ability to apply the presented concepts. Results suggested that the type of adjunct question had little influence on students' later ability to apply presented concepts.…

College students read two passages. Four groups answered questions requiring either a summary, a new example of the concept, a list of critical attributes of the concept, or identification of a new example. The "identify post-question group" showed the greatest accuracy in classifying new examples. (Author/MH)

The effect of supplementary questions on learning from textual materials was investigated in a sample of 94 college juniors. Each subject was given a 1,500-word passage describing the concept of measurement. One treatment group was asked to identify characteristics of the concept; another was asked to identify examples from the text; a third…

Evaluates the effect of question type (rote, conceptual) and adjunct question response mode (multiple choice, short answer) on rote and conceptual learning outcomes of 98 undergraduate high and low ability readers. Results indicate rote adjunct questions are more helpful to readers and high reading ability students demonstrate better test…

Encourages the examination of incorrect responses given by students to questions in the belief that the responses will reveal information concerning subjects' logical thinking and concept-forming abilities. College students' incorrect responses to physical science questions are analyzed. (CP)

The effects of examples used with application adjunct questions on concept learning were evaluated. Results indicated that application adjunct questions did not produce significantly higher performance on criterion questions than no-question treatments. Matched adjunct questions produced higher levels of performance on criterion than unmatched…

Explores the concept of aims in music education through investigating the ideas of four philosophers: Wolfgang Brezinka, Richard S. Peters, Bennett Reimer, and David Elliott. Inquires into the empirical and logical aspects of aims and clarifies the relationships between "musical behaviors." Concludes by discussing the relevance of conceptual…

Investigates the effects of question type (general or specific) and question position (prior to or following writing) upon measures of conceptual elaboration in writing. Results indicate that writers can benefit from questions following initial writing that enhance conceptual elaboration of base-level ideas during writing revision. (HOD)

Conceptual understanding of chemistry is an important issue in chemistry education. Examination questions with word answers are one way of reinforcing and testing conceptual knowledge and should be included in chemistry courses. Students involved in this study felt they did better on numerical questions and poorer on conceptual questions than they…

A resolution to the problem of confusion over the usage of terminology in the field of social studies curriculum is proposed. Facets of the problem of confusion are that (1) some terms represent such broad and imprecise concepts, and have little commonly accepted meaning; (2) a given term might have a limited number of meanings which accord with…