Evaluation research is conceived of as process of asking questions and finding answers. Discusses categorical theory, erotetic logic, pragmatics, and epistemology. (RB)

Examines the traditional and prevailing view that teacher questions are effective stimulants to student thought. Through an examination of research, practice, and theory related to question use, the author develops a counterargument that questions inhibit thought and discussion, or at least do not stimulate student participation. (RH)

Although Socratic questioning is sometimes said to stimulate curiosity, analysis of selected dialogues from the "Meno" reveals that curiosity cannot be seen to follow from the questioning methods. Other factors, including the felt need to know, may account for curiosity but constitute preconditions rather than results of questioning.…

Asking questions is the most common but perhaps not most effective technique for interviewing students. Selected clinical views and empirical evidence are reviewed from personnel interviewing, counseling and psychotherapy, linguistics and education to illustrate these drawbacks and to suggest a reexamination of practice. (Author)

Addresses two empirical issues: (1) what are the observed characteristics of student question-asking? and (2) under what conditions do students exhibit questioning behavior? Reports the results of a study of question-asking in 27 classrooms and examines the conditions of student questioning which are related to student training, curriculum…

Teachers often ask questions to stimulate students' thinking, open up dialog, draw out responses, and keep a discussion flowing. However, questioning techniques can encourage student passivity and dependency. Alternatives to questioning are described. (CJ)

The second in a series of articles concerning the pros and cons of whether it is better to use questioning as part of the teaching device or not to question during discussion focuses on the most effective nonquestioning techniques. Alternatives to questioning are given. (JN)

Contrary to widespread pedagogical belief and practice, the teacher's use of questions probably does not facilitate discussion and may actively foil it. This arguement proceeds along a series of contrasts between the functions and effects of questions on the one hand and the processes and purposes of discussion on the other. The result is a series…

Questioning techniques are used in the classroom to initiate discussion and to exert teacher control over the class. However, question-answer relationships appear to foster respondent dependency and passivity. It is recommended that the teacher question only when he or she is perplexed and in need of information. (JN)

The relationship between the verbal ability of 50 fifth graders and the adaptive nature of questions they asked while trying to find vocabulary synonyms was studied. Those with high verbal ability asked more necessary questions and, when items were difficult, asked more unnecessary questions, probably to increase confidence. (SLD)

Questions and questioning play a major role in both formal and informal educative processes. They are the means by which a child expresses the desire to understand the world outside and they subsequently become the means by which a teacher assesses whether or not a child has satisfactorily assimilated something. This book considers questions from…

Finds volumes of research on questioning and none on discussion. Defines discussion and presents concepts and techniques that facilitate it in the classroom. Recommends the need for further research. (MD)

Suggests six verbal techniques, other than direct questions, by which a teacher may promote classroom discussion: declarative statements, declarative re-statements, indirect questions, imperatives, student questions, and deliberate silence. (SJL)

It is argued that the Socratic method of teaching law as depicted in the book, movie, and TV series "Paper Chase" is not really the Socratic method at all. The genuine Socratic method and the questioning technique used in "Paper Chase" are examined and their appropriateness and effectiveness as methods for teaching contract law…

The first chapter in this booklet about teaching and the art of questioning defines educative questions which advance pedagogical purposes, classroom processes, and educational ends and facilitate student thinking and class participation. Examples throughout the publication are in the form of recorded and transcribed actual classroom discourse,…