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Popular in inquiry education, divergent questions allow students to explore different avenues and create many different variations and alternative answers or scenarios. Correctness may be based on logical projections, may be contextual, or arrived at through basic knowledge, conjecture, inference, projection, creation, intuition, or imagination.
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]
In American Advanced Placement exams, a document-based question (DBQ), also known as data-based question, is an essay or series of short-answer questions that is constructed by students using one's own knowledge combined with support from several provided sources. Usually, it is employed on timed history tests.
Inquiry education (sometimes known as the inquiry method) is a student-centered method of education focused on asking questions.Students are encouraged to ask questions which are meaningful to them, and which do not necessarily have easy answers; teachers are encouraged to avoid giving answers when this is possible, and in any case to avoid giving direct answers in favor of asking more questions.
The Socratic method (also known as method of Elenchus or Socratic debate) is a form of argumentative dialogue between individuals, based on asking and answering questions.. In Plato's dialogue "Theaetetus", Socrates describes his method as a form of "midwifery" because it is employed to help his interlocutors develop their understanding in a way analogous to a child developing in the womb.
Inquiry-based learning (also spelled as enquiry-based learning in British English) [a] is a form of active learning that starts by posing questions, problems or scenarios. It contrasts with traditional education, which generally relies on the teacher presenting facts and their knowledge about the subject.
Inquiry teaching is rooted in the didactic methodologies of the ancient Greek. According Mayer and Alexander (2011), inquiry teaching is rooted in the didactic methodology of the ancient Greek, where the teacher poses a problem and assists the student in solving that problem by asking a series of question.
A teacher who asks the students to generate their own strategy for solving a problem may be provided with examples in how to solve similar problems ahead of the discovery learning task. "A student might come up to the front of the room to work through the first problem, sharing his or her thinking out loud.
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