Literaturnachweis - Detailanzeige
| Autor/in | Newton, Beatryce T. |
|---|---|
| Titel | A Study of Classroom Questioning Practices by Pre-Service Teachers. |
| Quelle | (1969), (26 Seiten) |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; Monographie |
| Schlagwörter | Difficulty Level; Instructional Improvement; Preservice Teacher Education; Questioning Techniques; Student Teachers; Teacher Behavior |
| Abstract | 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 trained in the use of Bloom's "Taxonomy of Educational Objectives: Cognitive Domain" more likely to ask higher cognitive questions and thereby improve student achievement in the classroom? Student teachers were tested and observed before and after they were instructed in the use of Bloom's "Taxonomy" and Sanders'"Classroom Questions." The pre- and post-tests consisted of classification test items from chapters on the six levels of Bloom's "Taxonomy." A modified form of the Teacher Pupil Question Inventory (TPQI) which also incorporates the cognitive levels of Bloom's "Taxonomy" was used as an observation instrument to record student teacher questions. The data were treated with the statistical procedure of a T-test for differences between means on repeated measures to detect significant differences in the levels of cognition for the group of student teachers before and after instruction. The results showed significance favoring the use of Bloom's "Taxonomy." Teachers, as a group, gained in their ability to use higher level questions after instruction, thus improving student achievement as reflected in classroom behavior. (Author) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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