A critical review of research on questioning in education: limitations of its positivistic basis |
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| Authors: | Mikyeong Yang |
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| Institution: | (1) School of Humanities, Sogang University, Shinsu-dong, Mapo-gu, 121-742 Seoul, Korea |
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| Abstract: | 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. |
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| Keywords: | questioning in education teacher’ s questioning learner’ s questioning adjunct questions in prose material positivism |
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