Reviews research on questioning in social studies. Shows the effects of different types of questions on student involvement, group work, and problem solving. Compares elementary-level results with results obtained in three high school social studies classes. (JDH)

Describes a study done to determine if higher frequencies of referential questions (questions which request information not known by the questioner) have an effect on discourse in an adult English-as-a-second-language classroom. The differences in the language produced by learners in response to the two question types were pronounced. (Author/SED)

This exercise will help secondary students work through their fears about nuclear war. It consists of a brief introduction by the teacher, questions that the teacher asks the students, students sharing with partners after each question, and students sharing with the whole group following the partner-sharing. (RM)

Two learning strategies--visual imagery and self-questioning--designed to increase reading comprehension were taught to six learning disabled secondary students. Results indicate that LD students can learn the two strategies and can apply them in both reading ability level and grade level materials. Use of the strategies resulted in greater…

The effects of two types of interspersed mathemagenic postquestions (superordinate and subordinate) on cognitive capacity engagement during reading and subsequent performance on a recall posttest were investigated using the secondary task paradigm. (Author/LMO)

In a study of the effects of modeling on the abilities of learning disabled (LD) and nondisabled boys, grades two to eight, to interview classmates, a dialog model increased LD children's production of open-ended questions and comments. Results suggest LD children are aware of their difficulties in conversational interaction. (MSE)

Discussion done right is a marvelous tool for teaching and learning. Suggestions to help teachers improve classroom discussions are presented. Many of the suggestions are based on William S. Howell's and Donald K. Smith's book "Discussion." (RM)

The effects on retention of adjunct questions either placed at the end of a passage or inserted after their respective paragraphs within the passage were examined. Both treatments led to superior retention of the previously questioned facts. The position of the adjunct questions did not differentially affect performance. (Author/BW)

Books can be used to remediate social deficiencies in learning disabled children by providing an opportunity for identification with the characters. Questions can be directed to focus on social perceptual cues, situation-specific behavior, and appropriate affective responses. Ten books are recommended. (CL)

Presents a questioning guide for identifying specific classroom issues, then devising a research question that can be systematically researched in the classroom. (HTH)

The need for students of English to learn the question pattern "What is X like?" is described, and techniques for teaching this pattern are discussed. (RM)

The questions "How much does it cost this institution to provide an education?" and "How much should students pay for that education?" are difficult to answer. In virtually all private institutions, and most public ones, today's students actually are paying a variety of prices, depending on the aid they receive and the financing methods they…

The purposes of this study were to: (1) identify the types of questions that students ask during science learning; (2) explicate the role of students' questions in the knowledge construction process; (3) investigate the relationship between students' questions and approaches to learning; and (4) discuss some emergent issues related to student…

This practicum program was developed and implemented to increase the reading comprehension of second grade students. The objectives of the program were for students to improve the ability to use context clues by 20%, improve reading comprehension by 15%, identify the 4 types of QAR (Question Answer Relationship) questions by 80%, and write…

Discrepant questioning is a teaching technique that can help students "unlearn" misconceptions and process science ideas for deep understanding. Discrepant questioning is a technique in which teachers question students in a way that requires them to examine their ideas or models, without giving information prematurely to the student or passing…