The Art of Questioning: Teacher ask questions over a hundred questions in a class session to
encourage student thinking. Let‘s examine some aspects of the Art of
questioning, including: types of questions wait time, and questioning and
creativity
Categories of Questions: There are many systems that teachers use to classify questions. Upon
close observation, in the most systems, questions are typically classified into
two categories. Various terms are used to describe these two categories (Figure
1). The binary approach is useful because two categories are more manageable
fovea beginning teacher to learn to implement the typical approach of using
systems with six categories
Figure 1 categories of Questions:
Low inquiry questions. These questions focus on previously learned knowledge in order to answer
questions posed by the teacher, who requires the students to perform ONE of the
following task:
1.
Elicit the meaning of
a term
2.
Represent something
by a word or a phrase
3.
Supply an example of
something
4.
Make statements of
issues, steps in a procedure, rules, conclusions, ideas and beliefs that have
previously been made
5.
Supply a summary or a
review of what was previously said or provided
6.
Provide a specific,
predictable answer to a question
High inquiry questions. These questions focus on previously learned knowledge in order to answer
questions posed by the teacher, who requires the students to perform ONE of the
following tasks:
1.
Perform an abstract
operation, usually of a mathematical nature, such as multiplying, substituting,
or simplifying
2.
Rate some entity as
to its value, dependability, importance, or sufficiency with a defense of the
rating
3.
Find similarities or
differences in the qualities of two or more entities utilizing criteria defined
by the student
4.
Make a prediction
that is the result of some stated condition, state, operation, object or
substance
5.
Make inferences to
account for the occurrence of something (how or why it occurred). Low inquiry
questions tend to reinforce ―correct‖ answers, or focus on specific acceptable answers, whereas high inquiry
questions stimulate a broader range or responses, and tend to stimulate high
levels of thinking. There is evidence to support the use of both types of
question
Low inquiry questions will help sharpen student‘s ability to recall experiences and events of
science teaching. Low inquiry questions are useful if you are interests in
having students focus on the details of the content of a chapter in their
textbook, or laboratory experiment.
High inquiry questions encourage range of responses from the students
and tend to stimulate divergent thinking. Figure 2 summarizes the differences
between low and high inquiry questions.
Figure 2. Difference between Low and High Inquiry Questions:
Wait Time. Knowledge of the types of questions, and their predicted
effect on student thinking is important to know. However, researchers have
found that there are other factors associated with questioning that can enhance
critical and creative thinking. One of the purposes of the questioning us to
enhance and increase verbal behavior of students.