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CBE-Life Sciences Education
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
Subjects Levels Resource Types
Education - Applied Research
- Classroom Management
- Instructional Material Design
= Problem/Question
- Pedagogy
Education - Basic Research
- Teacher Characteristics
= Pedagogical Content Knowledge
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- Life Sciences
- Lower Undergraduate
- High School
- Reference Material
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© 2002 American Society for Cell Biology (ASCB)
DOI:
10.1187/cbe.02-07-0021
Keywords:
Bloom's Taxonomy, discussion questions, guided inquiry, guiding questions, student engagement
Record Creator:
Metadata instance created January 10, 2022 by Sam McKagan
Record Updated:
November 30, 2022 by Caroline Hall
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when Cataloged:
November 8, 2002
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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 February 8, 2023, 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 8 February 2023).
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. 8 Feb. 2023 <https://doi.org/10.1187/cbe.02-07-0021>.
BibTeX Export Format
@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


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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.

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