A Cognitive Developmental Approach to Question Asking: A Learning Cycle-Distancing Model.

Autor/inn/en	Sigel, Irving E.; Kelley, Todd D.
Titel	A Cognitive Developmental Approach to Question Asking: A Learning Cycle-Distancing Model.
Quelle	(1986), (61 Seiten)Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; Monographie
Schlagwörter	Cognitive Development; Conflict Resolution; Developmental Stages; Dialogs (Language); Difficulty Level; Elementary Secondary Education; Emotional Response; Learning Theories; Models; Questioning Techniques; Student Reaction; Teacher Student Relationship + Suchen Sie Ihr Suchwort? Kognitive Entwicklung; Conflict solving; Konfliktlösung; Konfliktregelung; Dialog; Dialogs; Dialogue; Dialogues; Schwierigkeitsgrad; Emotionales Verhalten; Learning theory; Lerntheorie; Analogiemodell; Befragungstechnik; Fragetechnik; Schülerkritik; Teacher student relationships; Lehrer-Schüler-Beziehung
Abstract	The role of questioning techniques in the classroom is discussed, with particular emphasis on the cyclical nature of teacher-student dialogues. Excerpts from transcripts of actual dialogues are also analyzed. According to the model, based on Piaget's theory of cognitive development, the questioning strategies are designed to enhance the student's cognitive development. The model also suggests that development is a response to a discrepancy between exogenous experiences and endogenous wishes, desires, interests, or states. By generating discrepancies in children, parents or teachers contribute to their cognitive growth. Discrepancies, either cognitive or affective, are generated by distancing behaviors, which require the child to attend to or react in terms of the future, the past, or abstract language. The characteristics of inquiries which instigate such thinking in children are described. The affective states which may result from various questioning techniques are also addressed. Examples of distancing are presented from taped transcripts involving teaching the numbers one to ten and measures to kindergarten children, as well as three classroom discussions with older students. These examples illustrate that the teacher's distancing strategy determines the direction of the discussion, and hence, the learning cycle. (GDC)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC