Different ways of questioning

Wellington and Osborne on questioning again

It is …useful to consider and classify the various types of question used by teachers during classroom dialogue. Some are closed questions having only one acceptable answer, e.g. ‘what is the organ which pumps blood around the body?’ Closed questions might ask for a name, a piece of information or a specific line of reasoning (an argument). Others are open in that a number of different answers could be accepted, e.g. ‘what did you have for tea last night?’ Other open questions might ask for a pupil’s line of reasoning, or an opinion or evaluation, e.g. ‘what is the most dangerous animal, and why?’ Others… are ‘pseudo-questions’ which often involve pupils in a ‘guess what’s in my head’ type of language game. Another type of question is used by teachers to shape, control and focus lessons…. A lot of the questions used by teachers (both open and closed) can be called diagnostic questions, e.g. eliciting what they know, checking [-p.26] that pupils are on the right lines, finding out if any learning is happening and so on….” (pp.25-26)

Ref: (italics in original; emphases in blue bold mine) Jerry Wellington and Jonathan Osborne (2001) Language and Literacy in Science Education. Open University Press: Buckingham, Philadelphia.

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About backyardbooks

This blog is a kind of electronic storage locker for ideas and quotes that inform my research... literary research into fiction for young adults (with a special focus on New Zealand fiction). Kiwis are producing amazing literature for younger readers, but it isn't getting the academic appreciation it deserves. I hope readers of this blog can make use of the material I gather and share by way of promoting our fiction. Cheers!
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