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Questioning and Answering Skills in School Children. PUB DATE 75 304P.; Some Parts May Be Marginallylegible Due to NOTE

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Questioning and Answering Skills in School Children. PUB DATE 75 304P.; Some Parts May Be Marginallylegible Due to NOTE DCCUMENT EESUME ED 143418 PS 009 339 AUTHOR Robinson, W. P.;" Rackstraw, Susan J. TITLE Questioning and Answering Skills in School Children. PUB DATE 75 304p.; Some parts may be marginallylegible due to NOTE . print quality of original EDRS PRICE, MF-$0.83 HC-$16.73 Elus Postage. DESCRIPTORS Age Differences; Classroom Research;Communication Skills; *Elementary Education; ElementarySchool Students; Foreign Countries; *InformationSeeking; *Inquiry Training; Inservice TeacherEducation; *Intellectual Development; LanguageDevelopment; Parent Role; Problem Solving;*Questioning Techniques; Socioeconomic Background;Teacher Role; *Teaching Techniques IDENTIFIERS Australia al ABSTRACT Thisepaper describes the development ofchildren's ability to pose and answer questions anddiscusses the teacher's role in enhancing these probleM-solvingskills. Several chapters review theoretical and empirlal work related tothese issues: models of man, general intellect eldevelopment, the mother's role in children's intellectual development and questioningand answering abilities, and the effe t of social class onintellectual development. Research an, theory relatedspecifically to the development of questioning skills arediscussed. Later chapters describe a variety of investigations ofquestioning and answering abilities of'8- through19-year-old children carried out in `several schools in Australia. Procedures,materials and results are reported in detail. Suggestions are\made forclassroom applications of information based on the results ofthese and other studies. A specific example of enhancing questioningskills is presented. Final chapters discuss the importance of inserviceteacher training to provide teachers with the interest,information and skills necessary both to carry out teacher-based actionresearch in their classrooms and to utilize the results of'suchstudies_in_their _everyday teaching techniqu-es-;- (BD) **********************************************************************# Documents acquired, byERIt include maAT informal unpublished * materials not availablefroi other sources. ERIC makes every effort * * to obtain the best copyavailable. Nevertheless, items of marginal * * reproducibility are oftenencountered and this affectsthe'quality * * of the microfiche and hardcopyreproductions ERIC makes available * * via the ERIC DocumentReproductior Service (EDRS). EDRS is not * responsible for the quality ofthe original document. Reproductions * * supplied by EDRS are the bestthat can be made from the original. *. *********************************************************************** U S DEPARTMENT 0_11;EALTN.. EDUCATION 84(FLFATIE NATIONAL INSTITUTE OF EDUCATION 4 THIS DOCUMENT HAS BEEN REPRO. DUCE° EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN. ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE- SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY [SCHOOL CHILDREN1 bs VV. P. Robinson. g. S. S. RacksEraw (-3t. Joseph Rowntree. Mern6rsal'Trask Pro jerk a 0om t976n9Z Robinson, Kapanic01/24Sitig "PERMISSION TO REPRODUCE THIS CI) MATERIAL HAS BEEN GRANTED BY nov.d.43n.so., ?icfirt51-01 Un yv:e4s6 cCo\a,v;s0x1 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER IERIC AND 2 THE ERIC SYSTEM CONTRACTORS." QUESTIONING AND ANSWERING SKILLS IN CHILDREN by W.P. Robinson and Susan J. Rackstraw in collabbra.tign "A91 t. Norman.Griffiths Meriel Marshall Glenda Bazeley 114/f Marshall. s, O Irene Brown %Semhry Martin Patricia Fry Pamela Pratley Colir Glue Howerd Pr bert Norah Hallett Ivor Shaw Marion Jones Rita Timlim Wendy Lane John Williams 0 C QUESTIONING AND ANSWERING SKILLS IN CHILDREN CHAPTERS INTRODUCTION 1. MAN AS AN ACQUIRER OF KNOWLEDGE: MODELS AND\FACTS 2. THE QUESTION-ANSWER DIALOG1;WWEEW*10THERS AND CHILDREN 31r. QUESTIONING, ANSWERING AND OCIAL'.CLASS 4. WHAT KIND OF ANSWER DO YOU,THINK.IS BEST? . 3 5. THE GENERATION AND EVALUATION OF QUESTIONS 6. IS THIS A SILLY QUESTION? 7. QUESTIONS AS AN AID TO LEKRNIaG 0 8. iy--PER-1401-4,..6imATEIN TBAUESTION-ANSWER LINKAGE 9. QUESTION-ANSWER LINKS AND AGE 10. THE RECKONING APPENDIX: THE INSTEP GROUP REFERENCES a (V 4 CONTENTS - ,--, ,.....--1/''.,. -, ,:e.,, .., \ f , ,,,,,,, ,/, ./2 Page Introduction Chapter 1- -0' , MAN AS AN ACQUIRER OF KNOWLEDGE:- MODELS AND.FACTS 1 The Intellectual DeteleipMent of, Children, 1 /- A Diversity of Views 1 A Basis for Articulation 9 A Model of Maris, an,Acquirer of Kno-wledge 12 How ,is langgage,:bsed by whom 15 . Chapter 2 . THE QUESTION-ANSWER DIALOGUE BETWEEN"MOTHERS AND CHILDREN 22 Mothers as'Teachers' - - 22 Mothers as Prescribers 26 Mothers as InfOrmers 31 Mothers as Rewarding and Punishing Agents 37 0 Limitations of the Analysis of Maternal Behaviour 43 Summary 44 What is to be Done?, 45 Chapter 3 QUESTIONING, ANSWERING AND SOCIAL CLASS 48 About Questions and AnsweYS----A 48 Growth in the Mastery of Interrogative Forms 48 The Definition of a Question . /54 Types of Question 61 The Linguistic Forms of Questions 64 Referential Categories ror Open Questions 66 Functions of Questions 67 /Answering Questions/ 70 (Comment . 76 Socia.i Class, Answers and Questions 77 , 1 ,Vacts 77- Comment 81 5 0 rt ,Page Chapter 4 WHAT KIND OF ANSWER DO YOU THINK IS BEST? 81+ a Chapter 5 rte. THE GENERATION AND EVALUATION OF QUESTIONS 98 Form of Presentation and the Generation of 103 . Que'stions 0 Chapter 6 IS THIS A SILLY QUESTION? 131 Chapter 7 QUESTIONS., AS AN ACID TO LEARNING 154 Which Posters are Noticed? 155 Where should the Questions Go?, 3:67 Ghapter 8 A BRIEF EDUCATION IN QUESTION-ANSWER LINKAGE 187, Chapter 9 QUESTION-ANSWER LINKS AND AGE 214 The Age and Intervention Experiments Compared 230 Chapter 10 THE RECKONING 235- Incidentals 235 The Power of Teachers 235 One-answer-only Mentality. 237 ° The Model of Man as an Acquirer of Knowledge 239 Arousal of Curiosity 239 Questions as an Aid. to Learning 24C 6 NO 1,'a Questioning and Answering Skills 241 Ariswers to 'Why' Questions 241 The Sense of Questions 243 Questton-Answer, Linkage 243 Appendix: The INSTEP Group 246 Raison d'etre of the Group 246 Convening INSTEP 256 a, Structure and Content of the Programme. 258 Evaluation of the Course,,, 264 .11 Improvement and Developments 268. 0 f 7 ACKNOWLEDPEMENT.1 &lb Our most important debt is to the JosephRowntree Memorial Trust whose funds supported the research:,As our .4s grant for the investigation ofdeterminantSof questioning and answering in Primary School children ran intoits last official year of operation, we had the opportunity ofembarking' upon a school-based set of investigations.,These seemed to us to constitute an eminently, suitable enterprise, and we were grateful that the Rowntree Memorial Trust felt they couldgive us a year's extension to take advantage ofthis possibility. We in fact collected considerably more data than we were able to process within the life=span of the grant, but judged it better to collect more and write later. This report contains reports of the investigations conducted. The Introduction and Appendix describe the context of the research operation.. Suffice it to note here that tht uenture would not have commenced without the initial introductionS..6f i>eter Armistead (then; English Adviser to SOUthampton LEA) and the subsequent good offices of Norman Griffiths(f4;Prijary Adviser to Southampton . , LEA) who bred-gbt-togethex_thegroup of Middle school teachers. And notiling would have been possible had not SoUth-a-mpto endorsed the validity of our activities by granting us permission to do the work and by allowing us to use its Curriculum Centre as a base. Our thanks to Mac Davidson and his staff for their hospitality. It is half-inappropriate to thank the participating teachers for their help since they are incorporated as collabor- ators. However it is appropriate to record that they came to the meetings regUlaTly and enthusiastically in spite of having done their full days' work at school andin spite of the inclement wintry conditions that coincided with the project's life. Research workers do become dfscouraged that the educationl world ignores, derides or misinterprets their efforts -to bring greater understanding and knowledge into the classrooms. It is the existence. of teacners like those Who took part in this venture who encourage us to persevere. INTRODUCTION. '.., And truth beauty. That is_all ye Know on earth 4 If we can remain detached from the (r- and all ye need to know.' . excitement of this romantic aspiration, we may notesan =1- 0 ,,..; , implicit claim, to aesthetic knowledge. To Keats it would have eemed absurd to suggest that man did not know what was beauti al and what was not. Sir Thomas More was obliged to deny the, validity of King Henry's Act ofSupremacy;sto. have offended against, what his conscience told him was a moral truth was too great a price to pay for his head. At less cost, Galileoisrr44.4ited with the final word in his disagreements with the Inquisition about 'the mobility of the earth, 'And yet it moves'. Martin Luther 6d no option bgt to accept his experience of God and assert, 'Here I stand. I can do no other.' Each is a claim to knowledge. Each is a claim to have apprehe-nded a truth. The types 0 nowleggp apparently differ; their customary differeaiiating lia4ls would bd aesthetic, moral, scientific, and religious. At various times through various means, philosaph,bas denied the valie.'ty of each of these kinds of knoWledge and has allowed only logic'to have truths'which are sacrosanct . and_incontrovertible and those invariably .by definition and occasionally With-reluctance.
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