The correspondence between teacher questions and student answers in classroom discourse

Stephen R. Mills, Carol T. Rice, David C. Berliner, Elaine W. Rosseau

Research output: Contribution to journalArticlepeer-review

34 Scopus citations

Abstract

The cognitive thought processes involved in students’ answers to different kinds of teachers’ questions were investigated using data obtained from a previous study. The dimensions examined were (a) the degree of correspondence between the cognitive level of teachers’ questions and the cognitive level of students’ answers, and (b) the relation of that correspondence to the type of cognitive coding system used, grade level, and clarity of the questions and answers. It was found that the chances are about even that there will be a correspondence between the cognitive level of the question asked and the cognitive level of the response that was elicited. The coding system used, grade level of the students, and clarity of the questions each moderated this effect.

Original languageEnglish (US)
Pages (from-to)194-204
Number of pages11
JournalJournal of Experimental Education
Volume48
Issue number3
DOIs
StatePublished - Mar 1980

ASJC Scopus subject areas

  • Education
  • Developmental and Educational Psychology

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