The ability to raise effective questions for problem-solving learning requires considerable skill and much preparation and practice. This research provides a brief examination of three problem-solving models for both elementary and secondary-level classrooms and emphasizes the development of an appropriate teacher question repertory for each phase…

The paper discusses some of the research studies that have been made on teacher-questioning behavior in the classroom. It is concluded that more specific research is needed into the use of questions in relation to age and ability of students and subject matter being taught. (MF)

Critical thinking can best be taught using higher cognitive questioning which includes the process of analysis, synthesis and evaluation. The learner is required to use knowledge in a problem solving manner. Thus, higher cognitive questioning should be used as a tool for developing critical thinking--a vital intellectual operation. (Author/NQ)

Outlines approaches for defining and presenting invention techniques to technical writing students; describes the method used by a technical writing teacher to demonstrate the usefulness of such techniques. (GW)

The study determined the contribution of secondary school inquiry teaching to achievement in an introductory college biology course. Based on the regression analysis, inquiry teaching practices perceived through the eyes of students were a poor predictor of success in college biology. ACT Natural Science score was the best predictor variable.…

Presents a position strongly advocating inquiry training in science for students at all levels, but particularly at the elementary level. (SL)

Uses the Socratic method as a point of departure and suggests steps that teachers can take to teach students how to formulate their own questions for better comprehension ability. (JK)

Introduces Tough's seven-category framework of children's language and suggests how it can be used as a basis for developing a classroom questioning strategy. Provides a description and examples of each of the seven categories and reports on teacher training results. (JDH)

A quantitative synthesis of fourteen studies was conducted to estimate the quasi-experimental and experimental effects of teachers' questioning strategies on academic achievement. Effects of predominantly higher order questions versus predominantly factual questions were examined. Results are discussed. (Author/MT)

Low-level content and cheating are two problems that are serious threats to the personalized system of instruction (PSI). The use of behavioral objectives can reduce book-boundness and consequently raise the level of course content. To prevent cheating in PSI courses, rigorous checks on proctor grading must be built into courses. (RM)

Presents a heuristic to help writing laboratory directors implement a nonprescriptive, nondirective tutor training program which allows tutors to take an active role in their own training. The heuristic is divided into four parts: establishing rapport, exploring potential, discovering strategies, and on-going self-review. (RS)

Genuine Socratic questioning challenges students to think critically about their behavior and beliefs. This article presents a two-step teaching process that involves a prereading exercise using students' life experiences and a method allowing the textbook to function Socratically. Examples are given from the text of "Crito." Includes…

The purpose of this study was to assess the effectiveness of training in changing two complex teaching skills under controlled training conditions. Participants were 20 experienced teachers. The skills involved questioning strategy and clarity of explanations. The significance of the findings for teacher effectiveness and teacher education is…