ABSTRACT
Questioning has been recognized as an effective method for higher-order learning for thousands of years, but in many classrooms, it is mainly done by the teacher and only short answers without elaboration are expected. In peer tutoring there are more opportunities for students to ask and answer questions. A review of studies on questioning showed moderate effect sizes on standardized tests but much larger effect sizes on researcher-developed measures. Other studies confirm these results. A study in a very deprived region showed great teacher reluctance but high student acceptance of questioning intervention. Metacognitive questions embedded in homework tasks and portable cue cards containing metacognitive questions have been found effective.
