ABSTRACT
This chapter reviews what we currently know about the age-old process of classroom questioning and points out some possible directions for future applied studies. The studies represent some of the recent attempts to field-test intuitively attractive questioning strategies recommended in many methods texts for teachers. The chapter considers classroom questioning designed to probe students' unguided reading of a text. It discusses a more guided approach to classroom questioning. This approach is characterized by a teacher trained in question classification, the development of adjunct question guides, and strategies for guiding discussion. The chapter explores recent efforts to train students in question generation. Studies completed with single-subject treatments suggest that students in middle, upper, and college levels benefit from direct instruction in question generation. A true Socratic dialogue requires tremendous skill on the part of the teacher in guiding students toward self-doubt about their current knowledge structure or belief system.
