Literaturnachweis - Detailanzeige
| Autor/in | Stahl, Robert J. |
|---|---|
| Titel | The Results of a Study Designed to Help Affective Teachers Teach More Effectively or Acquiring a Questioning Strategy in Order to Achieve Values Clarification Instructional Objectives: The Result of an Experimental Study. |
| Quelle | (1976), (14 Seiten)
PDF als Volltext kostenfreie Datei |
| Beigaben | Tabellen |
| Dokumenttyp | gedruckt; online; Monographie |
| Schlagwörter | Tagungsbericht; Higher Education; Inquiry; Microteaching; Preservice Teacher Education; Questioning Techniques; Social Studies; Student Teachers; Teaching Methods; Values Clarification |
| Abstract | This study determined the effects of the opportunity to acquire a questioning strategy related to content-oriented values clarification inquiry and investigated whether teachers given the same objective of incorporating values clarification into their on-going content-related lessons could do so without receiving training in an appropriate questioning strategy. The subjects for the study were 26 preservice teachers enrolled in a social studies methods course. The instrument used was the Social Studies Observation Record (SSOR). All subjects were asked to prepare for and teach a 15-minute lesson. Their second lesson, two weeks later, was related to the same topic. Eighth grade students from a local middle school participated in the microteaching. Graduate students collected the SSOR data. The observer-coder did not know the purposes of the study or which student had been assigned to either the experimental or control groups. The experimental group was provided with an instructional module describing a questioning strategy designed to enable them to attain their instructional goals of subject-matter learning and values clarification prior to teaching their second lesson. The results of the study indicate that the questioning strategy used does enable teachers to reach their goal of values clarification more often than instruction based upon a values clarification approach which does not focus on developing questioning strategies. (RC) |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2004/1/01 |
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