Articles and Reports

Asia Pacific Education Review

, Volume 7, Issue 2, pp 195-204

First online:

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

  • Mikyeong YangAffiliated withSchool of Humanities, Sogang University Email author 

Rent the article at a discount

Rent now

* Final gross prices may vary according to local VAT.

Get Access


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 education teacher’s questioning learner’s questioning adjunct questions in prose material positivism