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Questioning: An aspect of a theory o...

Delavan, Mona Kay Flinn.

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Questioning: An aspect of a theory of instruction based on the hermeneutics of Hans-Georg Gadamer.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Questioning: An aspect of a theory of instruction based on the hermeneutics of Hans-Georg Gadamer./
Author:	Delavan, Mona Kay Flinn.
Description:	302 p.
Notes:	Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2603.
Contained By:	Dissertation Abstracts International56-07A.
Subject:	Philosophy. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9538334

Questioning: An aspect of a theory of instruction based on the hermeneutics of Hans-Georg Gadamer.
Delavan, Mona Kay Flinn.

Questioning: An aspect of a theory of instruction based on the hermeneutics of Hans-Georg Gadamer. - 302 p.

Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2603.

Thesis (Ph.D.)--The University of Utah, 1995.

A process of philosophically grounded cross-disciplinary theory development and research application is modeled. A review of Hans-Georg Gadamer's concept of the question guides a review of question analysis and use in other disciplines. The concept of the question is taken from Gadamer's analysis as crucial to the nature of understanding. Student learning is identified as understanding, and the role of questions occurring to students in their experience of a lecture class is evaluated in terms of concepts suggested from the literature on questions. Two methodologies, grounded theory development and questionnaires, were used to generate and apply theoretical concepts of student question asking. Theory development depended on Hans-Georg Gadamer's concept of question asking from his theory of understanding and on relevant literature on question asking in logic, linguistics, psychology, education and culture. The theoretical narrative includes a conceptual category for each discipline. A six part questionnaire for college level classes applied concepts from the theoretical narrative. The questionnaires were administered in three classes: graduate, upper division, and lower division. Results confirm the importance of student questions within a lecture based instruction format and suggest the sensitivity of revealed student questions to instructor, goal, and format variables. Emphasis throughout is on examination of both verbalized and nonverbalized student question generation as a link to understanding. Questionnaire results are related to theoretical formulations to provide insights into question activity.Subjects--Topical Terms:

516511
Philosophy.

Questioning: An aspect of a theory of instruction based on the hermeneutics of Hans-Georg Gadamer.
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035 $a (UMI)AAI9538334
035 $a AAI9538334
040 $a UMI $c UMI
100 1 $a Delavan, Mona Kay Flinn. $3 1680887
245 1 0 $a Questioning: An aspect of a theory of instruction based on the hermeneutics of Hans-Georg Gadamer.
300 $a 302 p.
500 $a Source: Dissertation Abstracts International, Volume: 56-07, Section: A, page: 2603.
502 $a Thesis (Ph.D.)--The University of Utah, 1995.
520 $a A process of philosophically grounded cross-disciplinary theory development and research application is modeled. A review of Hans-Georg Gadamer's concept of the question guides a review of question analysis and use in other disciplines. The concept of the question is taken from Gadamer's analysis as crucial to the nature of understanding. Student learning is identified as understanding, and the role of questions occurring to students in their experience of a lecture class is evaluated in terms of concepts suggested from the literature on questions. Two methodologies, grounded theory development and questionnaires, were used to generate and apply theoretical concepts of student question asking. Theory development depended on Hans-Georg Gadamer's concept of question asking from his theory of understanding and on relevant literature on question asking in logic, linguistics, psychology, education and culture. The theoretical narrative includes a conceptual category for each discipline. A six part questionnaire for college level classes applied concepts from the theoretical narrative. The questionnaires were administered in three classes: graduate, upper division, and lower division. Results confirm the importance of student questions within a lecture based instruction format and suggest the sensitivity of revealed student questions to instructor, goal, and format variables. Emphasis throughout is on examination of both verbalized and nonverbalized student question generation as a link to understanding. Questionnaire results are related to theoretical formulations to provide insights into question activity.
590 $a School code: 0240.
650 4 $a Philosophy. $3 516511
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Philosophy of. $3 783746
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710 2 $a The University of Utah. $3 1017410
773 0 $t Dissertation Abstracts International $g 56-07A.
790 $a 0240
791 $a Ph.D.
792 $a 1995
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9538334