Asia Pacific Education Review

, Volume 7, Issue 2, pp 195–204

A critical review of research on questioning in education: limitations of its positivistic basis

Authors

    • School of Humanities, Sogang University
Articles and Reports

DOI: 10.1007/BF03031543

Cite this article as:
Yang, M. Asia Pacific Educ. Rev. (2006) 7: 195. doi:10.1007/BF03031543
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Abstract

In spite of its prevalence and importance, questioning in education has been underestimated and misconceptualized. The major reason for this has been that most studies on questioning have been heavily dependent on the paradigm of positivism. The present study critiques the limitations of those studies on four specific issues: 1) the narrow conceptualization of the purpose of teacher’s questioning, 2) the unwarranted assumption that objectively effective types of questions exist, 3) the assumption that the meaning of the text is explicit and fixed, and 4) the belief that the learner’s question functions as a means for external ends.

Key words

questioning in educationteacher’s questioninglearner’s questioningadjunct questions in prose materialpositivism

Copyright information

© Education Research Institute 2006