Journal Article Detail Page
written by
Deborah Allen and Kimberly D. Tanner
There are many questions to be asked about the pedagogical practice of questioning. Questions provide insight into what students at any age or grade level already know about a topic, which provides a beginning point for teaching. Questions reveal misconceptions and misunderstandings that must be addressed for teachers to move student thinking forward. In a classroom discussion or debate, questions can influence behaviors, attitudes, and appreciations. They can be used to curb talkative students or draw reserved students into the discussion, to move ideas from the abstract to the concrete, to acknowledge good points made previously, or to elicit a summary or provide closure. Questions challenge students' thinking, which leads them to insights and discoveries of their own. Most important, questions are a key tool in assessing student learning. When practiced artfully, questioning can play a central role in the development of students' intellectual abilities; questions can guide thinking as well as test for it.
Although many teachers carefully plan test questions used as final assessments of students' degree of experience with the course material, much less time is invested in oral questions that are interwoven in our teaching. Analysis of the kinds of questions we ask, whether they are oral or written, and the nature of the answers they elicit is even rarer. Given the important role of questions in teaching and learning, a method for collecting evidence about our own questioning strategies and a framework within which to analyze them has the potential to transform our teaching. Such a framework can be found in Bloom's (1956) Taxonomy of the Cognitive Domain, a classification system for cognitive abilities and educational objectives developed by educational psychologist Benjamin Bloom and colleagues. This article discusses how teachers can use Bloom's Taxonomy to guide construction of questions in class discussions to encourage higher-order thinking in students.
CBE-Life Sciences Education: Volume 1, Issue 3, Pages 63-67
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Record Link
<a href="https://www.per-central.org/items/detail.cfm?ID=15949">Allen, Deborah, and Kimberly D. Tanner. "Approaches to Cell Biology Teaching: Questions about Questions." CBE Life. Sci. Educ. 1, no. 3, (November 8, 2002): 63-67.</a>
AIP Format
D. Allen and K. Tanner, , CBE Life. Sci. Educ. 1 (3), 63 (2002), WWW Document, (https://doi.org/10.1187/cbe.02-07-0021).
AJP/PRST-PER
D. Allen and K. Tanner, Approaches to Cell Biology Teaching: Questions about Questions, CBE Life. Sci. Educ. 1 (3), 63 (2002), <https://doi.org/10.1187/cbe.02-07-0021>.
APA Format
Allen, D., & Tanner, K. (2002, November 8). Approaches to Cell Biology Teaching: Questions about Questions. CBE Life. Sci. Educ., 1(3), 63-67. Retrieved December 4, 2024, from https://doi.org/10.1187/cbe.02-07-0021
Chicago Format
Allen, Deborah, and Kimberly D. Tanner. "Approaches to Cell Biology Teaching: Questions about Questions." CBE Life. Sci. Educ. 1, no. 3, (November 8, 2002): 63-67, https://doi.org/10.1187/cbe.02-07-0021 (accessed 4 December 2024).
MLA Format
Allen, Deborah, and Kimberly D. Tanner. "Approaches to Cell Biology Teaching: Questions about Questions." CBE Life. Sci. Educ. 1.3 (2002): 63-67. 4 Dec. 2024 <https://doi.org/10.1187/cbe.02-07-0021>.
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@article{
Author = "Deborah Allen and Kimberly D. Tanner",
Title = {Approaches to Cell Biology Teaching: Questions about Questions},
Journal = {CBE Life. Sci. Educ.},
Volume = {1},
Number = {3},
Pages = {63-67},
Month = {November},
Year = {2002}
}
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%A Deborah Allen %A Kimberly D. Tanner %T Approaches to Cell Biology Teaching: Questions about Questions %J CBE Life. Sci. Educ. %V 1 %N 3 %D November 8, 2002 %P 63-67 %U https://doi.org/10.1187/cbe.02-07-0021 %O text/html
EndNote Export Format
%0 Journal Article %A Allen, Deborah %A Tanner, Kimberly D. %D November 8, 2002 %T Approaches to Cell Biology Teaching: Questions about Questions %J CBE Life. Sci. Educ. %V 1 %N 3 %P 63-67 %8 November 8, 2002 %U https://doi.org/10.1187/cbe.02-07-0021 Disclaimer: ComPADRE offers citation styles as a guide only. We cannot offer interpretations about citations as this is an automated procedure. Please refer to the style manuals in the Citation Source Information area for clarifications.
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The AIP Style presented is based on information from the AIP Style Manual. The AJP/PRST-PER presented is based on the AIP Style with the addition of journal article titles and conference proceeding article titles. The APA Style presented is based on information from APA Style.org: Electronic References. The Chicago Style presented is based on information from Examples of Chicago-Style Documentation. The MLA Style presented is based on information from the MLA FAQ. Approaches to Cell Biology Teaching: Questions about Questions:
Is Based On
Taxonomy of Educational Objectives: The Classification of Educational Goals
A link to Bloom's Taxonomy of Educational Objectives: The Classification of Educational Goals, on which this article is based. relation by Caroline HallKnow of another related resource? Login to relate this resource to it. |
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