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View of the Related Literature 72-4684 WALLDREN, Allan Wade, 1934- THE DEVELOPMENT OF AN INSTRUMENT TO ANALYZE STUDENT QUESTIONS DURING PROBLEM SOLVING. The Ohio State University, Ph.D., 1971 Education, general University Microfilms, A XEROX Company, Ann Arbor, Michigan Copyright by Allan Wade Walldren 1971 THE DEVELOPMENT OF AN INSTRUMENT TO ANALYZE STUDENT QUESTIONS DURING PROBLEM SOLVING DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Allan Wade Walldren, B.S., M.A.T * * it it it The Ohio State University 1971 Approved by ’~”1 Adviser Faculty■ of Curriculu and Foundations PLEASE NOTE: Some Pages have indistinct p rin t. Filmed as received. UNIVERSITY MICROFILMS ACKNOWLEDGEMENTS As author of this study I wish to publicly acknowledge and thank several people for their assistance, guidance and support in this investigation. First and foremost is Louise, my wife, who shared equally in all of the rigors and frustra­ tions of this investigation. She has been sounding board and colleague, critical editor and typist, and most of all an understanding and sensitive friend. I also wish to acknowledge Dr. Charles M. Galloway, who not only supported the study and assisted in its design, but also encouraged me to bring my past experiences into a new focus and to report them in a style that was comfortable. Dr. Paul R. Klohr not only supported the study but sensitively encouraged the investigator at the most appro­ priate times. Constructive criticism was always blended with a twinkle of humor. Both the study and the investigator were significantly strengthened by Dr. John C. Belland who unravelled some of the data and finely focused the scope of the investigation. Finally I'd like to acknowledge Dr. Roger T. Cunningham who inspired the study, and Mr. Donald R. Teffner who field tested the instrument in all of its phases of development. ii VITA Allan Wade Walldren Born, January 29, 1934; Chicago, 111. Education The Ohio State University (1970-71) doctoral program in curriculum and instruction Indiana University (Summer 196 3) science Michigan State University (1961-62) MAT in science education Utah State University (Summer 1961) science and math University of Illinois (1959-60) education Lawrence College (195 3-57) BS in history; minors: science and education Marquette University (1952-53) general undergraduate program Experience 1970-71 The Ohio State University. Teaching Associate for Introduction to Education (108) and General Methods for Secondary Teachers (435) courses. 1966-69 Science Research Associates, Chicago. Project Director for Teacher Education Division; Editor for Science Department; Manager of Marketing Division, Science Products. 1964-66 American Appraisal Co., Milwaukee. Training Direc­ tor and Field Supervisor for Institutional Division; Representative for Industrial Division. 1962-6 4 Muskego-Norway School District, Wisconsin. Teacher of 9th, 10th, 11th grade biology and physical science. 1957-61 Lincolnwood School District, Illinois. Teacher of 7th and 8th grade general science language arts and social studies. Publications Cruickshank, D. R. and Walldren, Allan. "Inquiry Teaching,1' (audiotape) Chicago: Instructional Dynamics, Inc., 1970. Walldren, Allan (Ed. Consultant). "Edgar Dale: Professional," Theory Into Practice, Vol. 9, no. 2, College of Education, The Ohio-State University (April 1970). Developed, edited and designed complete issue. Walldren, Allan Wade, "The Development of an Instrument to Analyze Student Questions during Problem Solving," un­ published Ph.D. dissertation, The Ohio State University, 1971. TABLE OF CONTENTS Pago ACKNOWLEDGEMENTS ...................................... ii VITA .......................................................iii LIST OF T A B L E S ......................................... vi Chapter I. THE PROBLEM ............. 1 Need for the Study Design of the Study II. A REVIEW OF THE RELATED LITERATURE ........... 11 Introduction Studies of Classroom Observational Systems Studies of the Question in Classroom Interaction Efforts to Improve Classroom Questioning Practices Summary III. PROCEDURES USED IN DEVELOPING THE INSTRUMENT AMD IN TRAINING ANALYSTS TO USE I T 4 2 Background The Search for the Instrument Suchman’s Analysis of Inquiry earner's Levels of Questioning Dodl's System Bloom1s Taxonomy Sanders' Modification "QSOS" Other Systems The Gallaghor-Aschner System The Development of the Instrument The Training Program The Source of Data IV. ANALYSIS OF THE D A T A ........................... 74 The Ice Cubes Joe Summary V. SUMMARY, FINDINGS, INFERENCES, IMPLICATIONS AND RECOMMENDATIONS ............................ 92 Summary Findings Inferences Implications Re commenda t ion s Appendix A. JOE: A CASE STUDY .................................. 103 B. BEHAVIORAL SCIENCE PROBLEM SOLVING SESSION WITH SELECTED EDUCATION 435 STUDENTS: CONDUCTED BY ALLAN WALLDREN— "Joe: A Case Study" . 104 C. PHYSICAL SCIENCE PROBLEM SOLVING SESSION WITH SELECTED EDUCATION 435 STUDENTS: CONDUCTED BY ALLAN WALLDREN--"The Ice Cubes" ..... 107 D. ANALYSTS TRAINED IN THE S T U D Y .....................110 E. INQUIRY SESSION WITH J. RICHARD SUCIIMAN AND 6TH GRADERS, "THE KNIFE," Film 1 5 ............Ill F. DEMONSTRATION WORKSHOP: INQUIRY DEVELOPMENT PROGRAM, "DRINKING BOILING COFFEE," Film 16 114 G. DEMONSTRATION WORKSHOP: INQUIRY DEVELOPMENT PROGRAM, "THE PULSE GLASS" ................... 116 H. INQUIRY SESSION WITH 7Til GRADERS, NORTON MIDDLE SCHOOL, "Joe: A Case Study" .... 118 I. INQUIRY SESSION CONDUCTED BY DONALD TEFFNER WITH 7TII GRADERS, NORTON MIDDLE SCHOOL, "Joe: A Case S t u d y " ........................... 126 J. INQUIRY SESSION WITH 7Til GRADERS, NORTON MIDDLE SCHOOL, "Joe: A Case Study" .... 129 K. INQUIRY SESSION WITH 5TLI GRADERS, "Drop the D o l l a r " ......................................... 133 L. INQUIRY SESSION WITH 9TII GRADERS, "The Rosenthal Effect" ............................ 135 REFERENCES ......................................... 138 LIST OF TABLES Item-by-item Analysis of the "Ice Cubes" Typescript ......................................... 76 Composite Analysis of Coding by Category (The "Ice Cubes") ...... .................. 77 Ratios of Interanalyst Agreement: All Categories (The "Ice Cubes") .................... 78 Ratios of Interanalyst Agreement: Verifying Category ........................................... 79 Ratios of Interanalyst Agreement: Seeking Category ........................................... 79 Ratios of Interanalyst Agreement: Inferring Category ........... ........................ 80 Ratios of Interanalvst Agreement: Concluding Category ........................................... 81 Ratios of Interanalvst Agreement: Foil Category 81 Item-by-item Analysis of the "Joe" Typescript . 83 Composite Analysis of Coding by Category ("Joe") 84 Ratios of Interanalyst Agreement: All Categories ("Joe") ................................ 85 Ratios of Interanalyst Agreement: Verifying Category ........................................... 86 Ratios of Interanalvst Agreement: Reeking Category ........................................... 86 Ratios of Interanalyst Agreement: Inferring Category ........................................... 87 Ratios of Interanalvst Agreement: Concluding Category ........................................... 89 Ratios of Interanalyst Agreement: Foil Category 89 vi CHAPTER I THE PROBLEM The major problem investigated in this study was to determine whether the questions students asked during prob­ lem solving would prove to be a fruitful source of data for analyzing patterns of inquiry. For this study a five cate­ gory analytical system was inductively developed by the investigator who then trained four analysts in its use. The validity and reliability of the instrument was then tested by having the analysts and the investigator code typescripts of classroom problem solving sessions conducted with college students. Need for the Study Interest in classroom questions has primarily focused on the teacher. Effective questioning tactics and skills have been considered most important in preparing teachers. Books of educational methods and “methods courses" usually have advocated that teachers acquire and practice effective questioning techniques. In this vein several systems and instruments have been developed to classify teacher questions, earner's "Levels of Questioning, Amidon and Hunter's •^■Richard L. Carner, "Levels of Questioning," Education, 83 (May, 19G3), 546-50. 2 Verbal Interaction Category System (VICS)^ and Gallagher 3 and Aschner's Convergent-Divergent Analysis are but three examples. The six levels of Bloom's Taxonomy of Educational Objectives^ and the Guilford model of the intellect-3 have served as the bases for several of these systems. Sanders^ modified the Taxonomy to improve the question asking prowess 7 8 of teachers. Blosser and Cunningham are two of many who have developed instructional sequences to train teachers in their questioning skills. ^Edmund Amidon and Elizabeth Hunter, Improving Teaching: The Analysis of Classroom Interaction (Chicago: Holt, Rine­ hart and Winston, 1967Ti 3james J. Gallagher and Mary Jane Aschner, "A Prelim­ inary Report on Analyses of Classroom Interaction," in Teach­ ing : Vantage Points for Study, ed. by R. T. Hyman (Phila­ delphia: J. B. Lippincott, 1968), pp. 118-33. ^Benjamin S. Bloom, ed. Taxonomy of Educational Objec- tives: Handbook I: Cognitive Domain (Mew York: David McKay7, m S j ” ^J. P. Guilford, "Three Faces of
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