ERIC Number: ED364178
Record Type: RIE
Publication Date: 1989
Any Questions, Please?
Pollio, Howard R.
Teaching/Learning Issues, n66 Spr 1989
This pamphlet discusses the use of questioning in the college classroom and its contribution to learning. Starting with a brief examination of the ways children question, discussions cover: (1) the effects of linguistic and socio-linguistic characteristics in questioning; (2) questions in psychotherapy, law, and opinion polling; (3) classroom questioning from kindergarten to college; and (4) questioning as performed by college lecturers. Analysis of questioning at the college instructor level indicates that instructor questions at all levels are more like those of a lawyer than of a scientist (or child). In these cases the answers are already known by the questioner, there is an air of power associated with them, and the questioner is the one who initiates, directs, evaluates, and controls the flow of things. Therefore, unlike the child, scientist, or scholar, these questions do not seek answers for advancement of knowledge but rather to focus on past knowledge. Such questioning, it is argued, limits learning by being more oriented to the past and the authority of the questioner than toward the future and the autonomy of the answerer. (Contains 41 references.) (GLR)
Descriptors: Classroom Communication, College Instruction, Comparative Analysis, Higher Education, Information Seeking, Lecture Method, Questioning Techniques, Teacher Student Relationship
Learning Research Center, 1819 Andy Holt Avenue, The University of Tennessee, Knoxville, TN 37996-0631.
Publication Type: Collected Works - Serials
Education Level: N/A
Authoring Institution: Tennessee Univ., Knoxville. Learning Research Center.