Questioning as a type of inquiry in classrooms is more difficult than it seems. To encourage students to ask higher order questions, teachers must first model the process, then encourage students to ask questions. Research has shown that children ask more than half of all questions. Anyone having experience with toddlers could concur with that statement. However, that same research also shows that the amount of questions students ask significantly drops with each year. This places yet another great responsibility on teachers.
Questioning from students is critical to enable students in problem solving and decision making. However, questioning in itself is not enough. Questions with one right answer fail to grasp the deep understanding students have or need regarding subject matter. Higher order thinking, such as analysis, evaluation, and synthesis provide our students with a deeper understanding of material, the ability to transfer knowledge to real life experiences, and to also make connections.
eMINTS teachers have been studying not only what type of questions their students are asking, but what type of answers have been elicited from these questions. Through discussion and modeling by teachers, students are recognizing the difference between simple questions and those that are more complex.
Students in Gala Moss' 5th grade class have been using questioning strategies within their science classes. When students have questions regarding their study, the question is written on Post it notes. These questions are posted to a bulletin board and are available for other students to answer in an area that works similar to a work station or center. Students sort the questions as they realize that some require more understanding than those with simple, "only one right" answer.
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