A discussion of the Socratic method for college-level teaching looks at the three primary components of the method (systematic questioning, inductive reasoning, and universal definitions) and several additional relevant elements, including the testing of hypotheses and use of background information. One teacher's classroom techniques are…

Describes a study conducted in a distance education nursing course at St. Francis Xavier University (Nova Scotia) that was designed to assess the instructional potential of two learning strategies, post questioning and concept mapping, in the presence and absence of feedback. Treatments for the experimental and control groups are described. (18…

Investigates the effects of asking interspersed questions or no questions in three full-length stories on the summarization behaviors of sixth graders. Finds that the approach students used in writing summaries may be influenced by the structure and length of the story and that interspersed story-focused questions influenced selection and accuracy…

Examines the relationship of student questions to teacher comments in college classrooms across the university. Finds 6 categories of student questions (with an average of 3.6 student questions asked per hour of instruction), 8 categories of antecedent teacher comments, and 7 categories of consequent teacher comment. Considers explanations and…

Discusses the link between testing and the content of instruction and proposes a method for generating large numbers of objective-relevant test items for instructional programs in high schools, higher education, and training situations. Higher level thinking outcomes are discussed, item sets are described, and generic scenarios and questioning are…

Presents samples of responses U.S. students received to their survey of German citizens regarding their feelings about German unification, focusing on how developing and interpreting such surveys constitute an effective, hands-on teaching technique that can be used to enhance language and cultural understanding. (Author/CB)

Investigated use of modeling procedures to teach constraint-seeking interrogative strategies to elementary school children (n=114). Used game of Twenty Questions to model and test subjects' question-asking behaviors. Results indicated that modeling procedures were effective in helping children learn to use constraint-seeking interrogative…

Describes Life Space Interviewing (LSI) as effective and exciting intervention strategy for use during crisis work with troubled students. Presents teaching LSI from one of Institute of Psychoeducational Training graduates that involves fight between new student and student who is attributed group leader. Following LSI presentation are reactions…

Four counselors in weight-control clinic interviewed 67 clients to examine relative effects of type of questions asked and of interviewer feedback on behavioral compliance. Found that clients who received positive feedback from their interviewers consistently complied more with interviewer requests and recommendations, including losing more weight…

Five adult day-care clients (average age 66) read passages using Question Answering Reading (QAR) for 6 weeks; 5 read passages normally. QAR produced more social interaction and better comprehension and retention, both when the researcher and when a staff member served as group leader. (SK)

Finds that providing respondents with the more specific and recent time period results in significantly lower overall reports of usage across a variety of media. Suggests the potential atypicality of the narrower time period, which might adversely affect the validity of responses, is not a serious concern. (RS)

The Appalachia Educational Laboratory designed and implemented a long-term staff development program to increase and sustain teacher knowledge of and use of classroom questioning techniques to produce higher levels of student learning. Evaluations from 41 middle and secondary schools establishing the effectiveness of this program are reported .…

Recommends utilizing biochemistry problems to develop students' abilities to clearly identify the relevant questions hidden in problematic situations and to select the information required to solve them. This procedure is highly motivating and offers students a tool for evaluating their achievements. (Author/CCM)

Stresses the importance of questioning as a key element in the art of learning. Defines three types of questions: (1) multisystem, which considers more than one relevant viewpoint in thinking through a problem, issue, or question; (2) one-system, which can be tested with a multiple-choice format; and (3) no-system, which are matters of sheer…

The drill-down process starts with a global question or issue, which then is broken down into its component parts for analysis. Once the analysis is completed, all the data are used to make a reasoned decision on next steps. There are two guiding frameworks: the variety of questions posed and the level of data analysis employed. (MLH)