Discusses questioning techniques and problem solving approaches for a sixth grade elementary school physical science activity using dry ice. Sequential steps of analysis and synthesis and supportive science demonstrations necessary for closure on Why" type questions are emphasized. (JM)

Offers comments and suggestions for making reading comprehension test questions dependent on the material read and not on general knowledge. (MS)

Lists subskills needed to draw inferences effectively and suggests the use of categorical syllogisms in teaching students to infer as they read. Bibliography. (MD)

Describes social cognition curriculum learning activities designed to enhance young children's social and moral reasoning. Activities present challenging problems that children could deal with through dramatic skits, a thinking game, and/or spontaneous discussions. (BJD)

To focus only on collecting traditional forms of folklore can mean missing important forms of oral history and literature. Stories from French Louisiana are used to illustrate the continuing tradition of oral literature in the region and the way in which oral history is altered for the listener's entertainment. (IS)

Young children's understanding of correspondences and numerical differences between disjoint sets was studied in three experiments. Findings appeared to restrict the theory that young children are limited to perceptually based forms of mathematical reasoning. (Author/MP)

Science achievement was found to be significantly related to teacher variables and pupil engagement when teacher waiting time (TWT) and question quality were manipulated. Pupil attending and generalizing were enhanced by a mean TWT of 3 seconds when questions were relevant, clear, and at varied cognitive levels. (Author/CM)

Several examples of using divergent questioning techniques in elementary school science lessons are provided. The use of divergent questions (as contrasted with use of convergent questions) places students in the role of producing many possible solutions stimulating creative thinking. (Author/JN)

Proposes a method of teaching literature that not only leads students to understand and enjoy a poem or story but also helps them to relate personally to the work they are reading. (FL)

Presents an adjunctive method of student evaluation to answer specific questions of teaching effectiveness and course content. Suggests that instructors should reflect on the important questions, organize them into an evaluation questionnaire, and ask students to provide answers. (Author/RC)

Presents a model of the stages through which teachers and students go in effective literature teaching. (AEA)

Investigates whether teachers change their questioning strategies after they learn a system for categorizing questions into objectively defined categories and receive feedback immediately following class about the types of questions asked. Changes in the types of questions and the distribution of questions were noted during four observational…