The
importance of questions and questioning for both staff and students is touched
upon in the pedagogy section, but merits re-emphasis. Indeed counter to
the usual approach, teachers might consider providing more answers and asking
students for the questions. The difficulty of designing questions to elicit
answers of the sort required is well illustrated in the many poor questionnaires
we are faced with, and again through critical thinking and ICTs, groups
may be able to extract more sensible and reliable responses in a variety
of contexts e.g.
Work with 2 partners to produce no more than
8 questions which you would ask of an honest politician and/or an honest
scientist in a radio interview entitled “Climate change –
the true story”. Starting with the Review and context: Counterviews
and links page, manage the group research and use peer review to short
list the candidate questions. Record a selection of your discussions
as a podcast. Keep a record of pages visited in and external to the
site.
Questions
form an important part of discussions and debate, and students need to
learn to balance passion and emotive response against considered judgement.
Thus in the context of the Stern Review, the many controversial issues
offer great opportunities to rehearse reason and logic, objectivity and
a particular rationale. So too do the seeming “scientific truths”.
They also offer scope to carry out thorough research and to manage technical
precision e.g.
Choose a brief statement from the executive summary
report of the Stern Review to corroborate or refute. Cite the sources
you use and say why you believe these to be authoritative e.g.
“The stocks of greenhouse gases in
the atmosphere (including carbon dioxide, methane, nitrous oxides and
a number of gases that arise from industrial processes) are rising,
as a result of human activity.” or
“The current level or stock of greenhouse gases in the atmosphere
is equivalent to around 430 parts per million (ppm) CO2, compared with
only 280ppm before the Industrial Revolution.”
Discussion
tends to imply oral interchange perhaps in a class situation but can equally
refer to written analysis by an individual. Questioning and discussion
are key to unravelling a student’s understanding, and indeed misunderstanding.
This is especially true from a constructivist view e.g. in science contexts,
where the student’s ditching of misconceptions is key to understanding
and the construction of their “own” schema. There are illustrations
consistent with this in the Carleton College - “Starting Point”-
Using Socratic Questioning link.
Amongst the links for this section there are some which include a “quiz”
and these inevitably focus on shorter and predominantly knowledge level
questions. Nevertheless, these can have a motivating effect for some and
can be a speedy check for teachers and self check for students. In the
context of students taking increasing responsibility for their own learning,
it is opportune to discuss the nature of questions not only in terms like
open, closed, those which simply seek clarification, and those which probe
assumptions, evidence or consequence, but also through relating them to
e.g. Bloom’s taxonomy and thinking skills.