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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]
That is, no questions need be thrust upon groups for discussions, but rather interested discussants can participate actively to better understand the meanings of texts. [1] In other discussion models (often those with more limited time), leaders guide participants through questions to ensure that important topics are covered over the course of ...
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.
Eventually, the discriminative stimulus for the behavior is the typically occurring stimulus (e.g., when lunch is finished, student independently goes to the sink to wash hands) or the direction (e.g., when teacher says "Class, it is time to sit in your desks", the student sits in his desk).
Reciprocal teaching is a powerful instructional method designed to foster reading comprehension through collaborative dialogue between educators and students. Rooted in the work of Annemarie Palincsar, this approach aims to empower students with specific reading strategies, such as Questioning, Clarifying, Summarizing, and Predicting, to actively construct meaning from text.
Questioning is a major form of human thought and interpersonal communication. It involves employing a series of questions to explore an issue, an idea or something intriguing. Questioning is the process of forming and wielding that serves to develop answers and insight. Questioning may also refer to:
Constructivism in education is rooted in epistemology, a theory of knowledge concerned with the logical categories of knowledge and its justification. [3] It acknowledges that learners bring prior knowledge and experiences shaped by their social and cultural environment and that learning is a process of students "constructing" knowledge based on their experiences.
Display questions are more directive than authentic questions, and they promote greater ability in thinking by spurring students to have to back up their contribution. Utilising display questions that build on previous statements made by the students in a rephrased or simplified form facilitates the production of a more elaborate dialogue. [10]