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QUESTIONING
RESEARCH FINDING:
Student achievement rises when teachers ask questions that re-
quire students to apply, analyze, synthesize, and evaluate infor-
mation in addition to simply recalling facts.
COMMENT:
Even before Socrates, questioning was one of teaching's most
common and most effective techniques. Some teachers ask hundreds
of questions, especially when teaching science, geography, histo-
ry, or literature.
But questions take different forms and place different demands on
students. Some questions require only factual recall and do not
provoke analysis. For example, of more than 61,000 questions
found in the teacher guides, student workbooks, and tests for 9
history textbooks, more than 95 percent were were devoted to
factual recall. This is not to say that questions meant to
elicit facts are unimportant. Students need basic information to
engage in higher level thinking processes and discussions. Such
questions also promote class participation and provide a high
success rate in answering questions correctly.
The difference between factual and thought-provoking questions is
the difference between asking: "When did Lincoln deliver the
Gettysburg Address?" and asking: "Why was Lincoln's Gettysburg
Address an important speech?" Each kind of question has its
place, but the second one intends that the student analyze the
speech in terms of the issues of the Civil War. Although both
kinds of questions are important, students achieve more when
teachers ask thought-provoking questions and insist on thoughtful
answers. Students' answers may also improve if teachers wait
longer for a response, giving students more time to think.
Berliner, D. C. (l984). "The Half-Full Glass: A Review of
Research on Teaching." In P. L. Hosford (Ed.), Using What We
Know About Teaching. Alexandria, VA: Association for Supervision
and Curriculum Development.
Brophy, J., and Evertson, C. M. (l976). Learning from Teaching:
A Developmental Perspective. Boston, MA: Allyn and Bacon.
Redfield, D. L., and Rousseau, E. W. (l98l). "A Meta-Analysis of
Experimental Research on Teacher Questioning Behavior." Review
of Educational Research, Vol. 5l, No. 2, pp. 237-245.
Rowe, M. B. (l974). "Wait Time and Rewards as Instructional
Variables: Their Influence on Language, Logic, and Fate Control:
Part One--Wait-Time." Journal of Research in Science Teaching,
Vol. 11, No. 2, pp. 8l-94.
Trachtenberg, D. (l974). "Student Tasks in Text Material: What
Cognitive Skills Do They Tap?" Peabody Journal of Education, Vol. 52, No.
1, pp. 54-57.