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Peer reviewedFarrar, Mary Thomas – Instructional Science, 1986
Argues that three tenets of the traditional wisdom about teacher questioning are based on inadequate research: (1) it is useful to classify questions as fact (lower level) or reason (higher level); (2) higher level questions are better; and (3) questions are good in general because they stimulate thought. (MBR)
Descriptors: Classification, Classroom Techniques, Cognitive Processes, Difficulty Level
