Promoting Student Learning Through Questioning: A Study of Classroom Questions
Abstract
Because questioning is widely acknowledged as a valuable in structional strategy, knowing more about effective uses of questioning is important. Teachers' questions have been studied relatively often, but students' questions have not. This study investigated the kinds of questions asked in an occupational therapy classroom, the instructional format in which the questions occurred, and a possible relationship between instructor and student questions. The results suggest that both the questions asked by teachers and the instructional format in which they are asked influence the frequency and level of student questioning. The authors conclude that improved classroom questioning strategies may contribute to the development of higher cognitive-thinking skills.
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