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The effects of preservice teacher's cognitive questioning level and redirecting on student science achievement
Author(s) -
Riley Joseph P.
Publication year - 1981
Publication title -
journal of research in science teaching
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 3.067
H-Index - 131
eISSN - 1098-2736
pISSN - 0022-4308
DOI - 10.1002/tea.3660180405
Subject(s) - psychology , comprehension , cognition , mathematics education , test (biology) , significant difference , science education , developmental psychology , medicine , paleontology , philosophy , linguistics , neuroscience , biology
The objectives of this experimental study were to investigate the effects of 100% high cognitive questions, 50% high cognitive questions and 0% high cognitive questions on primary and intermediate students' achievement at the knowledge, comprehension, and analysis levels. A second purpose was to examine the effects of redirecting questions on student achievement. Groups of 5 subjects were randomly selected from 16 intermediate and 16 primary classrooms and then randomly assigned to one of three treatment levels. Data were collected on 154 subjects. Within the three cognitive questioning treatment levels the subjects were also randomly assigned to one of two questioning strategies: (1) redirected and (2) directed. Redirection occurs when the teacher asks the same question to a number of students (in this case 2). Thirty preservice teachers conducted the treatments. The teachers were trained to follow a prescribed behavior pattern and were video taped during the treatment to insure fidelity to the scripted questions. At the end of the lesson a criterion test was administered with 3 subtests measuring at the knowledge, comprehension, and analysis levels of Bloom's Taxonomy. There was no significant difference among scores on the total criterion measure or the sub tests due to cognitive questioning level. There was a significant difference due to redirecting questions ( p = 0.05). Students assigned to teachers using redirection scored significantly higher than those assigned to teachers not using this strategy. This difference was found on the knowledge subtest. Significant interactions occurred between questioning level and questioning strategy on the comprehension and total test.