The Effects of Teacher Use of Questioning Techniques

report presents the results of two field-based experimental studies to determine the effects of questioning techniques on student achievement and attitudes. The-first study was done to determine what student learning outcomes are affected by teachers ' use of probing and redirection techniques in classroom discussions. Another purpose of the experiment was to determine the _relative effect on student learning of teachers ' questions delivered in both oral and written formats. The second study was conducted to determine what student learning outcomes are affected by variations in teachers ' use of higher cognitive questions. These questions require the student to state predictions, solutions, explanations or opinions, expanding on information presented in the curriculum and interpreting it in his own way. This experiment was designed to test the belief that use of higher cognitive questions is important for developing students ' ability to think. The finding of both studie