Evaluating the Efficacy of Questioning Strategies in Lecture-Based Classroom Environments: Are We Asking the Right Questions?
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| Title: | Evaluating the Efficacy of Questioning Strategies in Lecture-Based Classroom Environments: Are We Asking the Right Questions? |
|---|---|
| Language: | English |
| Authors: | Larson, L. R., Lovelace, M. D. |
| Source: | Journal on Excellence in College Teaching. 2013 24(1):105-122. |
| Availability: | Miami University. 303 South Patterson Avenue, Oxford, OH 45056. Tel: 513-529-9265; Fax: 513-529-9264; Web site: http://www.muohuo.edu/ject |
| Peer Reviewed: | Y |
| Page Count: | 18 |
| Publication Date: | 2013 |
| Document Type: | Journal Articles Reports - Evaluative |
| Education Level: | Higher Education |
| Descriptors: | Classroom Environment, Lecture Method, College Science, Questioning Techniques, Teacher Student Relationship, Reaction Time, Time, Measurement, Discourse Analysis, Teacher Expectations of Students, Critical Thinking, Thinking Skills, Incidence |
| ISSN: | 1052-4800 |
| Abstract: | Classroom questions represent a potentially powerful tool for interacting with students and stimulating critical thinking. However, the efficacy of the question-and-answer approach to teaching is influenced by many factors, such as the type and cognitive level of questions asked as well as students' response time. To examine these factors and identify optimal strategies for asking questions in college classrooms, the authors assessed the use of questions in lecture-style science classes at a large public research university in the Southeastern United States. Results revealed several guidelines that could help instructors refine their questioning strategies to enhance student learning. (Contains 3 figures and 1 table.) |
| Abstractor: | As Provided |
| Number of References: | 38 |
| Entry Date: | 2013 |
| Access URL: | https://celt.muohio.edu/ject/issue.php?v=24&n=1 |
| Accession Number: | EJ1005173 |
| Database: | ERIC |
| Abstract: | Classroom questions represent a potentially powerful tool for interacting with students and stimulating critical thinking. However, the efficacy of the question-and-answer approach to teaching is influenced by many factors, such as the type and cognitive level of questions asked as well as students' response time. To examine these factors and identify optimal strategies for asking questions in college classrooms, the authors assessed the use of questions in lecture-style science classes at a large public research university in the Southeastern United States. Results revealed several guidelines that could help instructors refine their questioning strategies to enhance student learning. (Contains 3 figures and 1 table.) |
|---|---|
| ISSN: | 1052-4800 |
