Activities to help the classroom teacher involve students in the process of raising, defining, investigating, and resolving problems and questions are suggested. Selected references are included. (Author/RM)

Author presents a simplified teacher question classification model as a first step in training teachers to question their students more effectively. (GB)

Some obvious difficulties of teaching and testing history as inquiry are reviewed. Examples of test items that require students to utilize thought processes developed through inquiry teaching are presented together with a rationale for their use. Bloom's Taxonomy of Educational Objectives is proposed as a useful tool in test construction. (SM)

Findings in this study do not demonstrate that factual review questions produce any generally facilitating effect on the learning of incidental information when compared to no question at all. (Author/JB)

Shows how to select, research, and write an interpretive article for a professional publication. (RB)

Study asks whether laboratory findings, that isolation of an item facilitates its recall, extend to formal educational settings. (Authors)

Article suggests ways by which teachers can systematically improve classroom questioning skills. (Author/MM)

The total number of questions asked by pupils about an experiment appears to be determined more by their creativity level than by their intelligence. Other relationships between type of question asked and level of intelligence or creativity are also discussed. (AL)