Discusses the value of asking operational questions in teaching science, and describes a simple, open-ended activity designed to help students ask more productive questions. (JR)

Of the two processes involved in initiating a values awareness lesson (structuring and focus setting), focus setting is described as the one involving more planning and deliberation. Three criteria useful in selecting a focus-setting question are: (l) Is the topic within the knowledge of the students? (2) Is the question relevant to the students?…

This study was conducted in an effort to determine the value of using Bloom's "Taxonomy of Educational Objectives: Cognitive Domain," along with Sanders'"Classroom Questions: What Kinds," in instructional sessions designed to increase the cognitive level of questioning by preservice classroom teachers. The question posed was: Are student teachers…

The findings provided no evidence that learning-to-learn effects exist with prose materials and suggested that repeated use of the multiple-choice test produces interference at the higher levels of learning. (Author/BJG)

Article investigated the role of questions in the classroom suggesting that if questions of the right type are put to them, pupils will be led to think creatively. (Author/RK)

Children, ages 6, 8, and 10, were exposed to three types of training procedures aimed at increasing their use of constraint-seeking questions and enhancing their problem-solving efficiency. Effects of the different procedures on each age group were examined. (JMB)

This is a guide for recording one's family history. With the use of tape recorders, recording or home videotape systems and simple interviewing techniques, anyone--child or adult--can easily prepare oral biographies to track their families' chronicles. The guide presents instructions for interviewing relatives and friends. Included is a…

The Randomized Response Technique (RRT) appears to have promise in future work which studies the relation of school variables to disruption or delinquent behavior. The RRT is especially useful in situations when it is difficult or undesirable directly to ask stigmatizing questions. The proportions of students in this study estimated to have used…

Designed to assist those training interviewers in the group interview technique for assessment of educational needs, this manual contains a review of the technique, responsibilities of the interviewers, interview preparation, and a self-evaluation guide, as well as the interview questions with procedural suggestions. As a substitute for observing…

In view of Aristotle's remarks about requiring different kinds of proof in different subjects, the critical reader must make judgments about the quality of proof offered for a position. The four realms of knowledge, in decreasing order of certitude, include mathematics, empirical science, rhetoric (values, ethics, politics), and myth, or…

This paper presents the notion of a "question episode," the smallest complete unit of computer- student interaction in computer assisted instruction, and describes such important elements as question types, student input, interpretation of student inputs, computer replies, and duration limits. Included are some guidelines to help determine the…

This report discusses techniques for analyzing children's responses to questions about stories as a means of improving reading comprehension. Various sections of the report discuss what knowledge it takes for a child to answer a question; types of questions that can be asked, including explicit, those requiring prior knowledge, and implicit; how…

THIS STUDY REPLICATED ROTHKOPF'S 1965 STUDY TO INVESTIGATE THE EFFECT OF LENGTH OF READING PASSAGE, POSITION OF QUESTIONS, AND KNOWLEDGE OF RESULTS ON THE RETENTION OF INFORMATION. TWENTY PARAGRAPHS OF BIOGRAPHICAL MATERIAL WERE SELECTED, AND TWO MULTIPLE-CHOICE QUESTIONS REQUIRING RECALL OF SPECIFIC FACTUAL INFORMATION WERE CONSTRUCTED FOR EACH…

THE PROBLEM WAS TO DETERMINE WHICH COMBINATIONS OF VERBAL AND GRAPHIC MATERIALS LEAD TO THE MOST EFFICIENT LEARNING. NINETY-ONE UNIVERSITY COLLEGE STUDENTS WERE DIVIDED INTO EIGHT GROUPS WHICH READ THE SAME INSTRUCTIONAL MATERIAL (ON ELECTRICAL CIRCUITRY) IN VERBAL, GRAPHIC, VERBAL-GRAPHIC, OR GRAPHIC-VERBAL FORM. HALF OF THE SUBJECTS WERE…