A 1970 teacher self-analysis programme asserts, without reporting data, that questions referring to direct, concrete experiences are the most effective stimulators of pupil thinking¶

Claim · All claims
Evidence · 1 study · design r1 · q1
Currency · newest study 1970 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q1 i? A teacher self-analysis workbook describes teacher-posed questions that refer to direct, concrete experiences as the most effective stimulators of pupil thinking, and questions must allow the child to apply his own experiences. → Guided Self-Analyses Early Childhood Education Program: Teaching Young Children. Overview 1970

Evidence¶

Guided Self-Analyses Early Childhood Education Program: Teaching Young Children. Overview 1970¶

Guided Self-Analyses Early Childhood Education Program: Teaching Young Children. Overview. (1970). Office of Education (DHEW). https://eric.ed.gov/?id=ED069340

q1 · i? · design · r1

Descriptive statement from the Workbook H (Experience Referents) section of Unit II. The document classifies questions by experience level (direct, visually represented, or described) and asserts the superiority of direct-experience questions without reporting supporting data.

""the teacher will learn that questions which refer to direct, concrete experiences are the most effective st imidators of pupil thinking. Workbook II will help him organize his question- ing strategy to build on his pupils' experience (car lack of experi- ence)."

Discussion¶

The only source is a programme document's assertion; it reports no comparison of question types, so "most effective" is the document's claim, not a finding.

Related Claims¶

• Questioning Strategies Improve Learning — related
• Returning to direct somatic experience can re-vision thinking and change perception (attributed to Reason) — related
• Student oral presentations of laboratory results became the central activity stimulating active and cooperative learning — related
• A 1970 teacher self-analysis programme asserts, without data, that teacher responses including verbal rewards can close off pupil thinking — related
• Knowledge gained by self-analysis is more likely to produce constructive change in teaching than insights given by an observer — related