An Analytical Study of Questioning Leading to Critical Thinking in Classrooms
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Date
2014
Journal Title
Journal ISSN
Volume Title
Publisher
Institute of Education and Research, University Of peshawar
Abstract
Questioning is one of the most commonly used techniques at the disposal of
teachers during teaching to check students’ level of understanding about the
concepts. Questioning technique assists teachers to communicate them about the
level of understanding of their students. Questions are promoting students’
creativity in classroom interaction. Without higher order, thought provoking
questions, learning become little more than memorization. Questions, if asked
intelligently not only elicit information and develop cognitive thinking processes
but also develop analytical and critical thinking. Perhaps a few studies have been
carried out on this vital issue in the Pakistani classroom situation.
The overall purpose of the proposed study was to investigate questioning leading
to critical thinking in the classrooms setting. It was focused to determine the levels
of questions keeping in view the Bloom’s Taxonomy. The study was also focused
to analyze lower and higher order questions and to explore convergent and
divergent questions at secondary and tertiary levels. The study was an
observational type of the descriptive method. The target population composed of
21965 teachers at Secondary Level and 3000 teachers at Tertiary Level in Khyber
Pakhtunkhwa.