This six-part resource guide is designed to help the teacher understand the skills of inquiry, to know how to mold the bits of information into a structural framework, and to be an expert in the technique of self-instruction. Part one, "Orientation to Secondary School Teaching," looks at perceptions about the teaching/learning situation and helps…

The purpose was to develop a system to describe the extent to which geometry teachers seek to elicit high levels of student thought and to teach the nature of proof. Also investigated was the relationship between a teacher's questioning behavior and the performance of students on a geometry test. A total of 35 tape recordings were made of 15…

Previous research has demonstrated a relationship between questions asked by teachers and corresponding levels of student achievement. The present study was designed to measure the effect of a unit in which fifth-grade students were taught a system of question classification. The results as measured by the criterion instrument Question…

This is an account of the experience of a college instructor and a group of prospective social studies teachers as they answer a simple question concerned with direction of travel through the Panama Canal and explore the reactions of students. The situation originates in a class discussion focusing on ways of asking and responding to classroom…

The purpose of this research was to analyze the effects of a teaching methodology on the question-asking behavior of elementary school children. A fifth grade social studies class was chosen as the site of this experiment. The teacher, aided by two interns, divided the class of 24 into three equal groups. The group controlled by the teacher was…

The purpose of this follow-up study was to determine whether changes in teacher high-level questioning behavior and classroom interaction patterns (rates of pupil and teacher talk) which resulted from the use of operant methodology in a microteaching setting were maintained during the student teaching experience a year later. Twenty University of…

Guidelines are given to the teacher on using questions to improve classroom discussions. Included are: reasons for using questions, ways to ask questions and acknowledge students' responses, and types of questions which should and should not be used. (SJL)

The author focuses on encouraging pupils to think in an open way through his discussion and illustrations of activities involving geometric shapes. (MN)

A study of the effects of a sequence of teacher questions or the verbal reasoning skills of children with behavior and learning disorders showed that teachers gradually employed less heavily prompted questions as children's responses improved, and that children's verbal problem solving skills increased concurrently with the teacher's use of the…

Reports on an investigation designed to study the ability of 11 to 17 year old students to control variables when presented with science problem situations in three types of question formats (free response, multiple choice, screen question). (HM)

A description is given of a course on techniques to use in conducting interviews with teachers seeking employment. (JD)

Briefly explores logical analysis and empirical research related to the nature of reading and listening comprehension. Formulates an instructional framework to account for comprehension levels and competencies, giving attention to questioning strategies of value to the practitioner in the classroom. (Author/RK)

Teaching active comprehension helps students learn to ask their own questions and guide their own thinking. (MKM)

Attempts to propose a cognitive process model of problem finding, operationally define problem finding, and to present empirical evidence for the proposed model. (Author/RK)

Identifies some aspects of teacher-student interaction during inquiry learning. These include treatment of students as investigators, inductive use of evidence, awareness of the incomplete nature of individual bits of data, internalization of facts, and the facilitating role of the teacher. (Author/AV)