Identifies several aspects of citing behavior (reasons for citing, criteria used in decision making, and metalevel documentation concerns) by directly questioning researchers about decisions to cite or not to cite specific documents. The results reported are preliminary results related to citing behavior derived from a qualitative, longitudinal…

Explains the process of focusing on one critical reading strategy--questioning. Notes that the teacher first modeled questioning while reading a book aloud. Concludes that as students become full participants in questioning, they understand new vocabulary, enjoy reading, and solve their problems. (PM)

Reports on a study that explored the types of questions that students ask for open-ended science investigations. Discusses how teachers can help students identify problems and pose questions that are feasible for investigation. (Contains 55 references.) (DDR)

Presents a literature review that focuses on undergraduate discussion. Describes a teaching method in which undergraduate sociology students are assigned to create an open-ended question and write a one- to three-page answer every one- to two-weeks. Addresses the positive and negative aspects of the method. (CMK)

This study compared the ability of 20 young adults (mean age 29) and 22 older adults (mean age 63) with mild/moderate mental retardation to respond to requests for clarification in conversation. Neither group was as responsive to the requests as would have been predicted from their general cognitive and linguistic functioning levels. Few…

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…

Outlines some techniques to increase student participation, interest, and learning that involve asking better questions and waiting an appropriate amount of time for the student response. Also explains the need for a good questioning technique that yields sufficiently difficult questions. (DDR)

A study assessed whether two children (ages 4-6) with autism could be taught a child-initiated query as a pivotal response to facilitate the use of grammatical morphemes. Children learned the strategy and acquired and generalized the targeted morpheme. Children also showed increases in mean length of utterance and verb acquisition. (Contains…

Focuses on the "New York State Great Irish Famine Curriculum Guide," discussing the purpose of the curriculum. Describes the big questions approach that uses current events to learn about the famine and world history. Includes a list of big questions. (CMK)

Three case studies investigated the effect of the characteristics of autism upon researchers' abilities to elicit children's (ages 7-14) opinions about short-term residential care. Autism affected all three children's abilities to participate in the consultation process, they were calmer with known adults, and visually mediated methods…

Examines acquisition, maintenance, and transfer of a questioning strategy in second- and third-grade students using a multiple-baseline design. Indicates that knowledge of text structure increased and that students could reliably differentiate text structure. Describes the establishment of a 4-week procedure for integrating the questioning…

Discusses ways to promote mathematical thinking by using effective questioning. Presents an instructional example to encourage students to think in mathematics class. (KHR)

Asks questions related to the issue of freedom of speech, and uses that as a teaching strategy to examine the issues of citizenship rights and responsibilities. Provides 12 federal court cases as precedents and allows the students to be the judge by exploring the facts, the legal issues, and the constitutional principles. (NL)

Described is a course designed to teach the intellectual methods of science while also fostering the development of mature, critical, and skeptical thinking students. Discussed are the course syllabus, teaching philosophy and techniques, and observed results. (CW)

Examines the types of questions that teachers and other adults use with young children. The impact of these questions on children's cognitive development is also considered. Suggests questioning strategies for early childhood teachers. (BB)