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1. An Analysis of Questioning Categories in J. Richard Suchman's, "The Elementary School Training Program in Scientific Inquiry". (ED088677)
Author(s):
Manusov, Joseph
Source:
N/A
Pub Date:
1971-00-00
Pub Type(s):
Peer-Reviewed:
Descriptors: Content Analysis; Doctoral Dissertations; Educational Research; Elementary School Science; Inquiry; Questioning Techniques; Science Education
Abstract: Reported is a study of questioning techniques used in inquiry training. Particular attention was focused on Suchman's method for teaching scientific inquiry and on his claim to confer on elementary school students some knowledge of, or competence in, inquiry. Suchman's eleven questioning categories were examined to establish the criteria for each. In addition, his use of the terms explanation and causal explanation were analyzed. The Verification category was studied for a verification principle underlying the category. The Implication category was examined for its logical structure. The investigator reports that the study shows that, with the absence of criteria for classifying a question, there exists no basis for placing a question in one category rather than another. He states that no verification principle was found underlying this category and, therefore, no way of determining how X is to be verified. Similar criticism was made of Suchman's use of the Implication category. In general, the author feels Suchman's use of these terms, Verification and Implication, have been misused. He feels that with this misuse of terms, categories without criteria and logical inconsistencies, Suchman's study cannot be justified as a training program for teachers concerned with scientific inquiry. (Author/EB) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
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2. Asking Questions--A Basic Skill (EJ184427)
Heller, Marvin O.
Curriculum Review, 17, 2, 115-7, May 78
1978-00-00
Descriptors: Basic Skills; Elementary Education; Learning Processes; Questioning Techniques; Student Development; Teacher Role; Teaching Guides; Teaching Methods
Abstract: Successful elementary teachers have long recognized that the ability to ask questions effectively is an important part of independent learning behavior. Discusses four basic types of questions students should be encouraged to employ in their search for understanding. Also gives eight essential procedures for carrying out a questioning session. (Author/RK)
3. Heuristic Learning and Science Education (EJ162964)
Suchman, J. Richard
Journal of Research in Science Teaching, 14, 3, 263-272, May 77
1977-00-00
Descriptors: Cognitive Processes; Inquiry; Instruction; Learning; Problem Solving; Questioning Techniques; Science Education; Science Teachers
Abstract: Presents a position strongly advocating inquiry training in science for students at all levels, but particularly at the elementary level. (SL)
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4. The Ortega Park Teachers Laboratory (EJ028539)
Instructional Development, 1, 5, Feb '70
1970-00-00
Descriptors: Educational Improvement; Inservice Teacher Education; Learning Laboratories; Teacher Workshops
Abstract:
5. The Development of Critical Thinking Skills for Elementary Education Majors at Castleton State College. (ED187654)
Forest, Robert F.
1978-10-00
Reports - Descriptive; Dissertations/Theses - Practicum Papers
Descriptors: Classification; Cognitive Processes; Critical Thinking; Curriculum Development; Data Analysis; Decision Making; Elementary Education; Higher Education; Inquiry; Learning Activities; Learning Theories; Logical Thinking; Problem Solving; Program Descriptions; Skill Development; Units of Study
Abstract: The document describes a practicum which developed a unit on critical thinking that applied Jerome Bruner's discovery-learning method and also incorporated the unit within the curricular requirements of elementary education majors at Castleton State College in Vermont. It is presented in five sections and an appendix. Section I provides introductory material, including the rationale. Section II explains the background and significance of the practicum, exploring the critical thinking theories of David Wright, Benjamin Bloom, Hilda Taba, Jerome Bruner, and J. Richard Suchman. Section III defines discovery/inquiry learning as finding "the regularities of previously unrecognized relations and similarities between ideas with a resulting sense of self-confidence in one's abilities." Reasoning competencies/critical thinking skills are defined as "processes inclusive of, but not limited to problem solving, classification and organization, making reasoned judgments, and logic." Procedures used in developing the miniunit are explained. Section IV lists the results of the practicum, including development of the unit, an increase in students' knowledge of reasoning competencies, and the unit's inclusion in a required education course. Section V examines implications and recommends further research and modifications. The appendix presents the unit, including rationale and objectives, a list of 15 basic reasoning competencies, and 27 possible teaching activities related to each competency. Activities include reports, class visits, map work, classification activities, and dilemma solution. (CK) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
6. THE ELEMENTARY SCHOOL TRAINING PROGRAM IN SCIENTIFIC INQUIRY. (ED003530)
SUCHMAN, J. RICHARD
1962-06-00
Descriptors: Concept Formation; Elementary School Students; Grade 5; Grade 6; Learning Experience; Learning Motivation; Learning Processes; Learning Theories; Methods Research; Physics; Problem Solving; Science Instruction; Scientific Concepts; Scientific Methodology; Training
Abstract: THE PURPOSE OF THIS STUDY WAS TO INVESTIGATE SPECIFIC METHODS OF DEVELOPING THE INQUIRY SKILLS OF ELEMENTARY SCHOOL CHILDREN. ACTIVITIES INVOLVED SELECTING SPECIFIC METHODS, GATHERING MATERIALS, AND TRAINING QUALIFIED TEACHERS. A 24-WEEK, INQUIRY TRAINING PROGRAM WAS GIVEN TO FIFTH- AND SIXTH-GRADE CHILDREN WHICH INCORPORATED--(1) ANALYSIS, (2) COMPARISON, (3) ISOLATION, AND (4) REPETITION AS APPLIED TO PROBLEM EPISODES IN PHYSICS. NEW FIRM CONCLUSIONS COULD BE DRAWN FOR A DEFINITE LEARNING THEORY OR FOR THE PRACTICAL EFFECTS OF ANY SUCH THEORY OVER A LONG-RANGE PERIOD OF TIME. THERE WERE, HOWEVER, MARKED EFFECTS ON THE MOTIVATION, AUTONOMY, AND QUESTIONING FLUENCY OF THE EXPERIMENTAL GROUP OF CHILDREN. THE SUGGESTIONS FOR FUTURE RESEARCH IN THIS AREA PROPOSED THE INCORPORATION OF--(1) CONCRETE PROBLEMS THAT ARE IMMEDIATELY INTELLIGIBLE TO THE LEARNER, (2) FREEDOM FOR THE STUDENT TO PERFORM DATA-GATHERING OPERATIONS, (3) ACCESSIBILITY TO ALL DATA, AND (4) A SHIFT OF MOTIVATION FROM "DESIRE TO BE RIGHT" TO THE DESIRE TO "FIND OUT WHY." (PM) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
7. Demonstration Center: Part II - Elementary School Programs in Scientific Inquiry for Gifted Students. (ED041405)
Suchman, J. Richard; Carlson, Sybil B.
1968-03-00
Descriptors: Audiovisual Aids; Demonstration Centers; Exceptional Child Research; Gifted; Inquiry; Inservice Teacher Education; Institutes (Training Programs); Instructional Films; Program Descriptions; Program Evaluation; Questioning Techniques; Summer Programs; Teacher Characteristics; Teaching Methods
Abstract: To disseminate inquiry training methods and materials, the project produced instructional films on the methods, prepared a teacher's manual, and conducted an institute to train teachers and administrators in the procedures. Twenty educators from 11 school districts were enrolled in the summer institute as team members and were trained for 4 weeks through seminars, class demonstrations, group discussions, and individual conferences. Teams then returned to their districts where they conducted inquiry training classes with at least one group of gifted elementary or junior high students. Provisions were made for visitors to attend classes, for special demonstrations, and for additional dissemination. Conclusions were that the teams stimulated interest within various school districts and gained experience in conducting inquiry sessions; they also aroused public approval as parents and others requested the continuation of the programs. Most of the districts have continued the training and many have reshaped their programs. Teacher characteristics which were found to be influential were flexibility, objectivity, willingness to turn over the process to the children, sympathy for the process, awareness of children's cognitive needs, and competence in the subject. (RJ) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (5128K)
8. Heuristic Learning and Science Education. Occasional Paper Series. (ED123127)
1976-04-00
Reports - Research
Descriptors: Elementary Education; Elementary School Science; Inquiry; Instruction; Learning; Problem Solving; Science Education; Secondary Education; Secondary School Science
Abstract: This discussion of heuristic learning focuses on inquiry and problem solving: their distinctions, uses, and advantages over traditional methods of science teaching. (MLH)
ERIC Full Text (317K)
9. An Instructional System for Consumer Decision-Making: Teacher's Manual. (ED123359)
Suchman, J. Richard; DiSario, Martha R.
Guides - General
Descriptors: Adult Basic Education; Consumer Education; Decision Making; Decision Making Skills; Educational Objectives; Instructional Materials; Learning Activities; Problem Solving; Teaching Guides
Abstract: An instructional system is presented for building the competencies of adult basic education students in making consumer decisions, and offers a guide to teachers who wish to design their own decision-making problems for students. The first four chapters provide a brief introduction, discuss the rational consumer decision-making process and the needed consumer decision-making competencies, and describe the model instructional system for teaching the decision-making competencies. Over half of the document is taken up by the final chapter, which presents the instructional model for decision making with suggestions for its use. The model, entitled "Buying a Used Car", presents four levels of instruction: (1) and (2), decision making on the "Can I afford it" level, supplemented by data cards; (3) realistic and complex "buy/don't buy" decision making, supplemented by data cards; (4) real-life decision-making situation of "buyer" and "seller," with no data cards. Instructions for teachers regarding the development of data cards are provided, and performance objectives, teaching strategies, and answer sheets are given. (LH) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (992K)
10. REVIEW OF "CONCEPTUAL MODELS IN TEACHER EDUCATION," BY JOHN R. VERDUIN, WASHINGTON, D.C., AMERICAN ASSOCIATION FOR COLLEGES OF TEACHER EDUCATION, 1967, PP. 140. (ED015894)
TRAVERS, ROBERT M.W.
1967-00-00
Descriptors: Book Reviews; Conceptual Schemes; Educational Practices; Educational Research; Educational Theories; Models; Teacher Education; Teaching Models
Abstract: THE REVIEWER FAULTS THE AUTHOR FOR "SIMPLE AND UNCRITICAL PRESENTATIONS OF IDEAS" THAT FAIL TO RESULT IN THE PROMISED "WORKABLE DOCUMENT FOR PRACTICING TEACHER EDUCATORS TO USE." THE MATERIAL "SHOWS SO COMPLETE A LACK OF CONCERN FOR SUCH MATTERS AS WHETHER A MODEL HAS OR HAS NOT BEEN DERIVED FROM EMPIRICAL RESEARCH, WHETHER THE MODEL HAS OR HAS NOT DEMONSTRATED UTILITY, OR WHETHER THE MODEL IS JUST A HAPPY WHIM OR HAS A MORE SOLID FOUNDATION." FOR THE WORK OF B. OTHANEL SMITH, HILDA TABA, N.L. GAGE, NED FLANDERS, ARNO BELLACK, J.W. GETZELS, HARRY BROUDY, ALBERT HICKEY, JAMES GALLAGHER, J. RICHARD SUCHMAN, ASAHEL WOODRUFF, DAVID KRATHWOHL, AND ELIZABETH MACCIA, THE REVIEWER OFFERS BRIEF EVALUATIVE CHARACTERIZATIONS, USING THE CRITERIA THAT THE AUTHOR SHOULD HAVE EMPLOYED BUT DID NOT. WHILE THE VERDUIN BOOK MIGHT BE EXPECTED TO "STIMULATE DISCUSSION OF WHAT SHOULD BE INCLUDED IN THE TEACHER EDUCATION CURRICULUM," THE REVIEWER SUGGESTS THAT ONE MIGHT LOOK IN THE DIRECTION OF THE WORK OF SUCH PERSONS AS THORNDIKE, PIAGET, HEBB, SKINNER, AND BRUNER AS MORE FRUITFUL SOURCES OF EDUCATIONAL IDEAS AND PRACTICES. WHILE THE RESEARCH ON TEACHING IN THE CLASSROOM SHOULD NOT BE ABANDONED, "ITS USEFULNESS AS A BASIS FOR ANYTHING EXCEPT FURTHER RESEARCH WILL BE QUESTIONED BY ANYONE WHO EXAMINES CLOSELY THE OUTCOMES PRESENTED IN RESEARCH REPORTS." (AW) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract
ERIC Full Text (108K)
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