Cognitive Interaction and Learning

Abstract

The relationship between levels of cognitive behavior exhibited in the classroom and cognitive learning of students was explored. Other variables assumed to affect learning were also examined according to a conceptual model. Classroom discussions led by selected first‐year home economics teachers in Iowa were videotaped and the verbal behaviors categorized by the Brun Cognitive Interaction System. Levels of cognitive interaction were examined in relation to performance of students on an achievement test, educational ability of students, length of unit of study, and learn ing environment in the classroom. Analyses involving class and control groups supported the hy pothesis of a relationship between student learning and certain variations in median levels of cognitive behavior. Variation in teacher behavior patterns appeared to be related to learning of students. Results of this exploratory study appear to justify refinement of measures of cognitive interaction and further research in this area.