Changing Classroom Questioning Practices of Prospective Elementary School Social Studies Teachers

Experimental materials designed to increase the proficiency of instructional questionning were utilized by ten juniors enrolled in a social studies methods course at Ohio University during the spring 1971 term. These ten students and a control group of 20, also juniors enrolled in the same social studies methods course, were observed during a 30-minute social studies lesson to second and third graders. Results tend to show that, although not significant, the experimental group asked fewer memory and interpretation questions, more analysis and application questions, but the same amount of synthesis and evaluation questions as the control group. (Author)