The chapter challenges the reader to view questioning as a complex and powerful tool of communication. Hargie argues that, while many people ask questions, few realise the form and delivery of the question informs the answers they receive.

Questioning as an essential skill for constructivists teaching. If pupils are to build their own knowledge they need to be able to come to conclusions through investigation. Questioning from a teacher can provide the opportunity for examination of ideas which build and expand schemas of knowledge. Piaget refers to this as accommodation the process where new information necessitates the alteration of existing knowledge schemas (Wadsworth, B. J., 1996). In this chapter Hargie warns of the dangers of poor questioning techniques, from the sinister creation of false memories in the Orkney Satanic Abuse Inquiry  through leading questions to the more benign confusion caused by embedded questioning which can confuse young children.

In terms of teaching practice then it is not enough to question children but to know how to utilise different methods of questioning and be aware of the context and delivery of these questions. This should include using both open and close questioning and avoiding using leading language.

Briefly mentioned in this chapter is the marked increased of teachers questions in the class room compared to the minimal questions from children. Inquiry based learning requires children to have the context, time and skills to question (Chesters S.D. 2012). Understanding the importance of questioning then, is not only important for teachers to question effectively put to also create a classroom environment which encourages and enables questioning also.

References

Hargie, O. (2011) Skilled Interpersonal Communication: Research, Theory and Practice. 5th ed. London: Routledge.

Wadsworth, B. J. (1996) Piaget’s theory of cognitive and affective development: Foundations of constructivism. 5th ed. Longman Pub

Chesters S.D. (2012) Socratic Pedagogy and Classroom Practice. In: Chesters S.D. (eds) The Socratic Classroom. SensePublishers, Rotterdamlishing.