Showing papers by "Barry J. Zimmerman published in 1971"

Intellectual Operations in Teacher Question-Asking Behavior.

Abstract: From the beginning of American education, instructional programs have been strongly dominated by the goal of transmitting subject matter content. Recently, however, forces have been gathering to modify this goal. The creation of new knowledge presently occurs at such a rapid rate that it is no longer possible to base curricula on the acquisition of facts. In many disciplines, knowledge transmitted today will be out of date before today's students ever have a chance to use it. Moreover, the quantity of available knowledge is staggering. Beyond considerations of the feasibility of basing instruction on the acquisition of facts is the question of the importance of the development of intellectual operations other than those associated with acquiring factual knowledge. Psychological research has demonstrated clearly that intelligent thought involves much more than knowledge acquisition (vide Bruner, 1966; Flavell, 1963; Guilford, 1967; Wallach & Kogan, 1965). It is now clear that many different intellectual operations are required to use knowl edge effectively, and a number of so-called "process" curriculum programs are currently under way in an attempt to teach intellectual operations. One educational model emphasizing the development of intellectual processes in elementary school youngsters is the Tucson Early Education Model (TEEM). TEEM is one of twenty educational models in the na