Questioning: An Effective Teaching Method

Ramsey, Imogene; Gabbard, Carol; Clawson, Kenneth; Lee, Lynda; Henson, Kenneth T.

doi:10.1080/00098655.1990.10114144

Cited by 20 publications

(14 citation statements)

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“…Some argue that the purpose of questions is to provoke students to analyze their thoughts critically (Ramsey, Gabbard, Clawson, Lee, & Henson, 1990). Others believe that questions fulfill their full potential only if they can initiate discussion (Cotton, 1989).…”

Section: Importance Of Questioning In the Classroommentioning

confidence: 99%

“…Despite the almost collective outcry for teachers to engage their students in critical thinking, there is little to no consensus on its definition, application, or effect in the field of education (Ramsey et al, 1990;Schurr, 2000). One definition can be shortsighted and too biased towards a single field.…”

Section: Importance and The Problem Of Defining Critical Thinkingmentioning

confidence: 99%

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Using Socratic Questioning as an Instructional Tool to Help High School Students at Grade Twelve Improve Their Perceptions of the Writing Process

Houshmand¹

2000

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The purpose of this study was to determine whether Socratic questioning, an approach that builds critical thinking skills and fosters learning by constructing new knowledge, was an effective tool for improving student perceptions of the writing process. The main research question that was examined in this study was: How can Socratic questioning improve students' perceptions of writing and the writing process?Qualitative research methods were used as a framework for the design of this study as well as purposeful student sampling, triangulation of three data sources, and an extensive coding process Findings from the study support that Socratic questioning can positively impact students: the first major finding was that student perceptions of the writing process improved, and the second major finding was that student perceptions of their own identities as writers improved as well. After the study, students found that being an effective writer was possible and that evaluation of one's writing was a vital part of becoming a better writer. Most importantly, after participating in this study, students believed themselves to be writers.ii Acknowledgements

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Section: Importance Of Questioning In the Classroommentioning

confidence: 99%

Section: Importance and The Problem Of Defining Critical Thinkingmentioning

confidence: 99%

Using Socratic Questioning as an Instructional Tool to Help High School Students at Grade Twelve Improve Their Perceptions of the Writing Process

Houshmand¹

2000

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“…At some point, these students may have felt that their questions were not supported due to inappropriate feedback (Salon, 2008). Another deterrent to asking questions is a lack of instructional time (Ramsey, Gabbard, Clawson, Lee, & Henson, 1990). There can be so many demands on a teacher to include a specified amount of content in a limited amount of time that he or she uses most of a classroom period to check for basic understanding, thereby consciously or unconsciously reducing the number of higher order thinking skills questions that require lengthier, more in-depth responses.…”

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confidence: 99%

Tools for Inquiry: Improving Questioning in the Classroom

Delcourt

McKinnon

2011

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The ability to ask questions is the foundation of inquiry learning. While national research standards promote the use of inquiry skills such as questioning, many programs for pre-service teachers do not include training in the development of these skills, leaving teachers and children lacking in this area. A four-step plan is described for assessing inquiry skills by monitoring types of questions employed in the classroom and implementing changes in classroom practices. Results not only reveal that teachers and their students learn to ask more questions, but also that the number of higher order thinking questions actually increases using these methods.

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“…For the classes composed of a mix of academic-achieving students or students with low self-esteems, a mix of open-ended and closed-ended questions should be utilized alternatively, accompanied by proper criticism or praise and encouragement as deemed appropriate considering the instructional goals and needs of the student (Medley, 1977;Ward & Tikunoff, 1976). Ramsey et al (1990) summarized the role of teacher in using questions in class as follows;…”

Section: Types Of Questionmentioning

confidence: 99%

“…based questioning (open-ended questions) as previous research revealed (Chin, 2007;Oliveira, 2010;Scott, 1996) Teachers in the classroom very frequently ask numerous follow-up questions to students before any response can be given from the students (Ramsey et al, 1990). However, the "quantity of questions asked does not necessarily demand quality responses on the part of the learner" (Dean, 1986, p. 184).…”

Section: Types Of Questionmentioning

confidence: 99%

An analysis of teacher question types in inquiry-based classroom and traditional classroom settings

Kim¹

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This study examined the differences and patterns for three categories between an argument-based inquiry group and a traditional group over the period of the SWH (Science Writing Heuristic) project: (1) teacher talk time, (2) structure of questions (question types), and (3) student responses. The participating teachers were chosen randomly by a convenient sampling method because the data were collected previously from the SWH project. Each group had thirty teachers. A total of sixty teachers participated in the study. Student responses were part of the study to evaluate the effect of open-ended question types but students were not direct participants in the study. Each teacher was asked to send a recorded video clip of their class at the end of each semester (spring and fall) over two years. Each teacher sent four video clips for the project. A total of two hundred forty video clips were analyzed to gather the information regarding the three categories. The first category was teacher talk time. It was measured in seconds only when teachers interacted with students with the topic. The second category was the structure of questions (question types). It consisted of two question types (open-ended and closeended). Under the open-ended question category, there were three sub-question types: (1) asking for explanation (AE), (2) asking for self-evaluation of reasoning (AF), and (3) asking for selfevaluation of others' reasoning (AFO). Under the close-ended question category, there were two sub-question types: (1) asking for factual information (AI) and (2) asking for confirmation (AC). Each sub-question type was counted numerically. The last category was student responses. Student responses consisted of higher-order thinking and lower-order thinking. Under the higherorder thinking category, there were three sub-types: (1) explanation responses (E), (2) selfevaluation of reasoning responses (SE), and (3) self-evaluation of others' reasoning responses (SEO). Under the lower-order thinking category, there was one sub-type: simple responses (S). v Each sub type was counted numerically. Based on the descriptive results (the length of teacher talk time in seconds, the number of question types, and the number of student responses), repeated measures ANOVA was conducted to find any differences and patterns for teacher talk time, structure of questions and student responses between the treatment and control groups over the period of the project and across time (four different time points). The results showed that there were clear differences for teacher talk time, the structure of questions, and student responses between the treatment and control groups over the period of the project and at each time point. The treatment group teachers talked less and used more open-ended questions than the control group teachers. The treatment group students displayed more higher-order thinking responses than the control group students.

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Questioning: An Effective Teaching Method

Cited by 20 publications

References 10 publications

Using Socratic Questioning as an Instructional Tool to Help High School Students at Grade Twelve Improve Their Perceptions of the Writing Process

Using Socratic Questioning as an Instructional Tool to Help High School Students at Grade Twelve Improve Their Perceptions of the Writing Process

Tools for Inquiry: Improving Questioning in the Classroom

An analysis of teacher question types in inquiry-based classroom and traditional classroom settings

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