Difference between revisions of "Deep-level question"
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| − | Deep-level question: This is a method of instruction wherein questions are added to instruction that is | + | Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes. These would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy such as ... and the higher level categories of Bloom's taxonomy. Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included. |
| − | Although deep-level questions often require | + | Although deep-level questions often require students to type or otherwise express their answers [[Katz]], some deep-level questions are rhetorical [[Craig]] in that students are not able enter answers. |
| − | When deep-level questions | + | When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of [[reflection questions]]. However, they can also be inserted in the midst of the original instruction. |
When this independent variable is manipulated, the contrast is often with the original instruction, which is often the [[ecological control]], that did not include the deep-level questions. | When this independent variable is manipulated, the contrast is often with the original instruction, which is often the [[ecological control]], that did not include the deep-level questions. | ||
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| + | References | ||
| + | * Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272. | ||
[[Category:Glossary]] | [[Category:Glossary]] | ||
Revision as of 18:47, 23 May 2007
Deep-level question: This is a method of instruction wherein questions are added to instruction that is otherwise able to function without them. The questions invite students to draw links between mechanisms, components or processes. These would encompass many of the long answer question categories of the Graesser & Person (1994) Taxonomy such as ... and the higher level categories of Bloom's taxonomy. Comprehension monitoring questions, text-base questions (McNamara & Kintch, 1996), content-free self-explanation prompts (Chi et al., 2001), are not included.
Although deep-level questions often require students to type or otherwise express their answers Katz, some deep-level questions are rhetorical Craig in that students are not able enter answers.
When deep-level questions precede the original instruction, they are a kind of advance organizers (Ausubel, 1960). When they follow the original instruction, they are a kind of reflection questions. However, they can also be inserted in the midst of the original instruction.
When this independent variable is manipulated, the contrast is often with the original instruction, which is often the ecological control, that did not include the deep-level questions.
References
- Ausubel, D.P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51, 267-272.
