The Role Of Questions

The Role Of Questi

The primary teaching and learning activity in this class involves active participation through student-led discussions and engagement with related journal articles. Students are responsible for posing critical thinking questions based on course readings, then facilitating class discussions around these issues. Each student must develop a question for every chapter in the textbook that prompts analysis of key topics, and then lead a discussion on that question. Additionally, students participate in at least three discussions per chapter, engaging deeply with the material and fostering a collaborative learning environment. Beyond the textbook, students examine selected journal articles, responding to critical thought questions designed to promote synthesis and application of the content. This active discussion approach encourages critical thinking, enhances comprehension, and develops communication skills, essential for mastery of the course material and for fostering an engaging, participatory classroom atmosphere. Active involvement in questioning and discussion is central to learning and understanding complex concepts presented in this course.

Paper For Above instruction

Implementing active participation strategies such as student-led discussions and engagement with journal articles greatly enhances the educational process by fostering critical thinking and collaborative learning. Central to this approach is the use of questions—specifically, critical thinking questions—that encourage students to analyze, evaluate, and synthesize information from course readings. When students formulate their questions based on assigned chapters, they develop a deeper understanding and clarify complex concepts, which prepares them to facilitate meaningful discussions. Such questions typically focus on core issues, ethical dilemmas, or implications of theories presented in the readings, prompting students to think beyond mere memorization and to engage in higher-order thinking.

The role of questions in education extends beyond student engagement; they serve as catalysts for active learning. According to Donald Schön (1983), questioning stimulates reflective practice, encouraging learners to examine their assumptions and approach problems with a critical eye. When students lead discussions around their questions, they take ownership of their learning, which increases motivation and retention. Facilitating peer discussions also benefits the class by exposing students to diverse perspectives, fostering a rich learning environment. This methodology aligns with constructivist theories, which emphasize active learning as a means of constructing knowledge through social interaction (Vygotsky, 1978).

Moreover, the requirement for students to participate in multiple discussions per chapter ensures widespread engagement and reinforces learning. This repeated exposure to content through different questions and viewpoints deepens comprehension. The integration of journal articles further enhances this process by encouraging students to connect theories with real-world applications or current issues. Critical thought questions related to these articles motivate students to synthesize information from various sources, developing their analytical skills.

Furthermore, the practice of question-based discussion aligns with Bloom’s taxonomy, facilitating higher levels of cognition—analysis, synthesis, and evaluation (Bloom et al., 1956). By consistently engaging in questioning and discussion, students foster skills that are vital for academic success and professional development. Facilitating discussions also develops communication skills, as students learn to articulate their ideas clearly and listen actively to others’ viewpoints.

Overall, questions are a fundamental pedagogical tool in this instructional approach. They act as bridges between reading and understanding, prompting deeper engagement and active participation. As pedagogue Paulo Freire (1970) emphasized, dialogue-driven education that involves questioning empowers students to become critical thinkers and autonomous learners. The structured use of questions in this course not only enhances content mastery but also cultivates critical thinking, interpersonal skills, and lifelong learning habits essential for success in any discipline.

References

• Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of Educational Objectives: The Classification of Educational Goals. Handbook I: Cognitive Domain. Longmans.
• Freire, P. (1970). Pedagogy of the Oppressed. Continuum.
• Schön, D. A. (1983). The Reflective Practitioner: How Professionals Think in Action. Basic Books.
• Vygotsky, L. S. (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.
• Bruner, J. (1960). The Process of Education. Harvard University Press.
• Galbraith, M. W. (2004). Inquiry-based learning and the inquiry paradigm. International Journal of Teaching and Learning in Higher Education, 16(1), 29-37.
• King, A. (1992). Facilitating elaborative interrogation and self-explanation as literacy practices. The Journal of Educational Psychology, 84(4), 377-386.
• Mezirow, J. (1991). Transformative dimensions of adult learning. Jossey-Bass.
• Dewey, J. (1938). Experience and Education. Macmillan.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.