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Textbook questions and cognitive dev...

Abaya, Janet Sokolayame.

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Textbook questions and cognitive development: A comparative analysis of questions in junior and senior high social studies textbooks.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Textbook questions and cognitive development: A comparative analysis of questions in junior and senior high social studies textbooks./
作者:	Abaya, Janet Sokolayame.
面頁冊數:	112 p.
附註:	Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2438.
Contained By:	Dissertation Abstracts International54-07A.
標題:	Education, Curriculum and Instruction. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=9400813

Textbook questions and cognitive development: A comparative analysis of questions in junior and senior high social studies textbooks.
Abaya, Janet Sokolayame.

Textbook questions and cognitive development: A comparative analysis of questions in junior and senior high social studies textbooks. - 112 p.

Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2438.

Thesis (Ph.D.)--The University of Toledo, 1993.

The purpose of this study was to investigate current questioning behavior and the variability of questions asked in junior and senior high social studies textbooks. The degree to which the textbook questions may encourage higher order thinking skills was also examined. Similarly, the study compared the kinds of questions asked in selected junior high and senior high social studies textbooks respectively to determine whether when designing questions, consideration had been given to the developmental differences found among different ages of children.Subjects--Topical Terms:

576301
Education, Curriculum and Instruction.

Textbook questions and cognitive development: A comparative analysis of questions in junior and senior high social studies textbooks.
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100 1 $a Abaya, Janet Sokolayame. $3 1938193
245 1 0 $a Textbook questions and cognitive development: A comparative analysis of questions in junior and senior high social studies textbooks.
300 $a 112 p.
500 $a Source: Dissertation Abstracts International, Volume: 54-07, Section: A, page: 2438.
500 $a Chair: James R. Johnson.
502 $a Thesis (Ph.D.)--The University of Toledo, 1993.
520 $a The purpose of this study was to investigate current questioning behavior and the variability of questions asked in junior and senior high social studies textbooks. The degree to which the textbook questions may encourage higher order thinking skills was also examined. Similarly, the study compared the kinds of questions asked in selected junior high and senior high social studies textbooks respectively to determine whether when designing questions, consideration had been given to the developmental differences found among different ages of children.
520 $a The review of literature addressed the role of questions in instruction, and provided an in-depth look into studies that have been conducted in the area of textbook questions as they affect cognitive processes. Differences in the cognitive development between junior high and senior high students were discussed, and the main methods of question classifications used in literature were also reviewed.
520 $a There is abundant evidence to suggest that the cognitive differences that children bring to the learning situation plays a very important role in their understanding of what they are taught. Three textbooks for junior high and senior high schools by three different publishers respectively were selected for the research. The questions asked in the textbooks were analyzed based on an adaptation of the Nicely (1970) classification method. Each question was categorized based on the descriptive words used in the seven level classification table. Category frequencies and percentages were used to identify the kinds of questions asked at each level in junior and senior high textbooks. Bar graphs and charts were used to compare the difference in the variability of cognitive level questions asked in junior high and senior high textbooks.
520 $a The results of the study reveal that there is still a preponderance of lower level questions in junior and senior high social studies textbooks. Consideration was also not given to the cognitive development of the students.
590 $a School code: 0232.
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710 2 0 $a The University of Toledo. $3 1023352
773 0 $t Dissertation Abstracts International $g 54-07A.
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