Compared two different guided questioning strategies and unguided questioning and assessed the knowledge construction of 48 fourth and fifth graders in the questioning conditions. Results support the conclusion that questions designed to access prior knowledge and experience are more effective in enhancing learning than questions simply designed…

Examines the kind of peer learning that demands high-level cognitive processing, discussing how peer interaction influences cognitive processes (structuring peer interaction and using guided reciprocal peer questioning); how to promote cognitive processing (knowledge construction and integration and socio- cognitive conflict); metacognition; and…

In an effort to determine whether the metacognitive strategy of self-questioning enhances lecture comprehension, 56 Honors Program ninth graders in two sections of a freshman honors world history course were assigned to four conditions. Subjects: (1) were trained to pose questions for themselves during classroom lectures and to use their questions…

A guided reciprocal peer-questioning procedure (GRPQP) was used by 65 college students (in 2 experiments) for learning expository material presented in classroom lectures. Results support the feasibility of using the GRPQP in real classroom settings, because it promotes peer interaction and learning in cooperative groups. (SLD)

The use of self-questioning strategies with orally presented materials was studied for 32 college students (30 females and 2 males). Results suggest that practice in a self-questioning information-processing procedure can effectively improve college students' comprehension of lectures. (SLD)

Reports a study that developed a strategy to help students comprehend and remember the content of training presentations. The study examined the effects of self-questioning and reciprocal peer-questioning strategies on preservice teachers' learning of orally-presented material and on their verbal interaction. Results suggest that this strategy…

Thirty-four fifth graders in three conditions worked in pairs to learn science materials presented in classroom lessons. Students who used highly elaborated question stems outperformed those using less elaborated systems and unguided questions. Findings indicate that structured guidance in asking questions elicits explanations that mediate…

A question-answering strategy for problem solving is described, and the effects of instruction in that strategy on student learning are examined in a computer-assisted context involving 46 fifth graders. The reasons students trained in guided questions performed better are discussed. (SLD)

Presents an inquiry-based approach to promoting critical thinking in psychology. Maintains that the model emphasizes helping students ask thoughtful questions. Discusses research results supporting the use of questioning techniques to enhance critical thinking. (CFR)