A Cognitive Theory of Interactive Teaching.

Abstract : The theory presented is derived from analysis of a variety of teachers who use the case, inquiry, or Socratic method. This paper attempts to show how techniques that different inquiry teachers use can be applied in diverse domains, such as arithmetic, moral education, and geography. The techniques are illustrated by excerpts from transcripts of some of the different teachers we have been analyzing. The techniques include strategies for constructing cases to give students, for getting students to formulate and test hypotheses, and for teaching students to recognize misconceptions and question authority. (Author)