Questioning

One objective of science teaching is the development of higher-order thinking skills in students. In order to foster and monitor this development, teachers need to establish and maintain communication with students. The most recognized and accepted method used by teachers is asking questions.

On the other hand, observations of teachers have shown that most teachers ask questions that require nothing more than simple recall or for which only one answer is acceptable. Besides doing nothing to encourage student thinking on the part of the student questioned, it is likely to create a classroom atmosphere in which any divergent thinking seems inappropriate. Why do teachers allow this to happen?

One reason is that many teachers consider student mastery of text material to be their primary professional responsibility. Since much textbook narrative is factual, only a creative teacher can formulate higher-level questions from it. Other teachers feel that open-ended questions may be "too hard," and discourage students of low ability. Still others candidly admit that recall-level questions are better suited to firm classroom management.

Observers have found that recall-level questions predominated even with teachers who were committed to fostering critical thinking. They refused to admit this until they saw documentation of their classroom behaviors.

Probing questions, such as why?, can you elaborate?, what evidence can you present to support your answer? encourage students to "unpack" their thinking, to show how they have reached particular conclusions. Teachers can use probing questions to press students to consider and weigh diverse evidence, to examine the validity of their own deductions and inductions, and to consider opposing points of view. Probing questions ask students to extend their knowledge beyond factual recall and "parroting" of learned theories, to apply what is known to what is unknown, and to elaborate on what is known to deepen their understanding of this knowledge.

Probing questions contribute to a classroom climate of inquiry and thoughtful examination of ideas. Students who are regularly exposed to questions that force them to defend their responses with reasons and evidence may internalize this "critical thinking" habit of mind.