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Socratic questioning (or Socratic maieutics) [1] is an educational method named after Socrates that focuses on discovering answers by asking questions of students. According to Plato, Socrates believed that "the disciplined practice of thoughtful questioning enables the scholar/student to examine ideas and be able to determine the validity of those ideas". [2]
The questioning technique emphasizes a level of questioning and thinking where there is no single right answer. Socratic seminars generally start with an open-ended question proposed either by the leader or by another participant. [18]
Costa and McCrae originally developed facet scales for neuroticism, extraversion, and openness to experience to reflect the fact that each broader trait is composed of different aspects of personality. [1] They admit their decisions were somewhat arbitrary and acknowledge that each trait may actually have more or less than six facets.
The idea of interlacing Bloom's Taxonomy and Webb's Depth-of-Knowledge to create a new tool for measuring curricular quality was completed in 2005 by Karin Hess of the National Center for Assessment, producing a 4 X 6 matrix (the Cognitive Rigor Matrix or Hess Matrix) for categorizing the Bloom's Taxonomy and Webb's Depth-of-Knowledge levels ...
The model consists of five levels of understanding: [2] Pre-structural – The task is not attacked appropriately; the student hasn't really understood the point and uses too simple a way of going about it. Students in the pre-structural stage of understanding usually respond to questions with irrelevant comments.
Questioning is the process of forming and wielding that serves to develop answers and insight. Questioning may also refer to: Interrogation , interviewing as commonly employed by law enforcement officers, military personnel, and intelligence agencies with the goal of eliciting useful information
It is a notion that students must master the lower level skills before they can engage in higher-order thinking. However, the United States National Research Council objected to this line of reasoning, saying that cognitive research challenges that assumption, and that higher-order thinking is important even in elementary school.
Paul Costa Jr. (born September 16, 1942) is an American psychologist associated with the Five Factor Model. [ 1 ] [ 2 ] He earned his Ph.D. from the University of Chicago in 1970. [ 3 ]