Use of Questioning Techniques and the Cognitive Thinking Processes Involved in Student-Lecturer Interactions

Ali Ziyaeemehr

Abstract


Questioning is an essential strategy for effective communication and instruction in academic settings. This study examined questioning techniques used by university lecturers and students and the cognitive thinking processes involved in questioning. There was also an attempt to find out the differences between the patters of using questions between the two groups. Data were sourced from IDERN conference presentations and workshops through audio and video taping the sessions and were analyzed using Bloom’s taxonomy. Findings indicated that lecturers asked higher cognitive level questions such as open-ended, interpretive, evaluative, inquiry, inferential, and synthesis, while most students raised lower cognitive questions including facts, closed, direct, recall, and knowledge type questions. It is suggested that using higher level questioning technique, more frequently used by lecturers as more competent speakers in comparison to students, can foster learning and students are required to attend higher levels of questioning techniques to enhance their speculative, inferential and evaluative thinking ability.


Keywords


questioning technique; cognitive thinking process; university lecturer; IDERN; Bloom’s taxonomy.

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