Determined if student questioning skills could be taught within framework of an ongoing chemistry course and if acquisition of these skills depends on high school students' (N=108) level of intellectual development. Results indicate that questioning skills can be acquired by students, regardless of their level of Piagetian intellectual…

Discusses the need to make sure that developments in methodology and materials are in tune with the perceived learning attitudes of the learners; otherwise, the effectiveness of the materials is likely to be greatly reduced. (EKN)

Eighty-four third- and fourth-year medical students participated in three clerkship groups: one with no formal attention paid to interviewing skills, one using readings, and one using observations, videotaped interviewing, and readings with formal feedback. The last method caused most improvement in interviewing skills. (MSE)

Analysis of teacher-student exchanges in high school discussion classes revealed that only half of all students' responses exhibited the same cognitive level as the teacher's intervention. The findings are compared to previous studies which together offer little support for the notion of cognitive correspondence between question and answer.…

In this series of six articles, authors discuss motivating students through praise, using questioning as a teaching method, teaching lazy learners by making them find their own answers, tips on testing, improving reading and study habits, and teaching job-related English to refugees. (JOW)

This paper reviews research on strategies to promote student questioning behavior and presents guidelines to teachers on improving students' question-asking skills: provide an environment conducive to involvement and inquiry; model higher order questioning; clarify the criteria for good questions; and react to student questions in an encouraging…

The premises of this report are: (1) teachers can more effectively help children learn arithmetic if they understand what the child knows, (2) this understanding is best arrived at through talk, and (3) such dialogues are valuable instructional episodes. Strategies of this approach and a sample dialogue are included. (MP)

Provides an explanation of guided inquiry. Questioning techniques, time involved, and inferences drawn from guided inquiry are discussed with applications for the elementary science classroom. (DS)

Discusses recent research on story structure in terms of developmental differences in comprehension and presents some suggestions on how this new evidence can be applied to teaching strategies in the classroom. (Author)

Reviews the management recruiters training program used by the American Telephone and Telegraph Corporation. Points out that one aspect of the program is to ignore communication variables in the initial interview. Discusses implications of this approach. (JMF)

The effects of adjunct postquestions in an individualized training course were tested. Percent of adjunct questions identical to the lesson and final test questions was varied in four conditions: no questions, 0 percent, 50 percent, and 100 percent identical. The 100 percent group was superior on all measures. (Author/GK)

Instructions involving high-level questions and answers either were or were not given to fifth and sixth graders in three learning environments: cooperative, competitive, or independent. Students who received the instructions showed greater gains in recognizing and generating high-level questions. (GDC)

Asserts that common techniques for the teaching of question formation disregard the speaker's purpose and the situation. Moreover, they are frequently based on transforming written sentences, which does not facilitate oral communication. Suggests criteria for judging question-teaching techniques and provides samples of "good"…

Acquisition of answering systems based on speaker intention v literal components of questions was investigated in monolingual and bilingual English- and Japanese-speaking children. The results suggested that the English system is acquired earlier than the Japanese system and that the two systems interact in bilingual children. (Author/RD)

Investigates the effect of various strategy-modeling techniques on the performance of both young children and elderly adults on the 20 Question Task. (Author/MP)