Children pose questions naturally. They ask questions out of curios-
ity, intrigue, or interest. Yet with appropriate instruction—and time for
reflection—children begin to ask questions more strategically. Trial
lawyers use interrogation strategies with witnesses to build their cases. Sci-
entists pose a series of questions to gather data to prove or disprove a the-
ory. So, too, students begin to formulate questioning strategies and to link
a sequence of questions to test hypotheses, guide data searches, clarify
outcomes, or illuminate fallacious reasoning.
Maneuvering through the complexities of a task requires a conceptual
framework from which questions can be formulated. Thus, strategic ques-
tioning implies that students hold a mental map in their head. For exam-
ple, planning a trip requires questions about schedules, time lines,
alternative destinations, arrivals, departures, and locations. Planning a sci-
ence experiment requires similar kinds of questions about the task at hand:
needed tools and supplies, possible strategies, the order of steps in the
experiment, and evidence that the experiment has reached its conclusion.
Students’ questions gain greater flair, power, and complexity with time
and practice. They expand their range and repertoire of question types.
They know how to design questions to gather data; make inferences; guide
experimentation; and create, apply, and draw conclusions (see the section
in Chapter 8 on developing students’ skillfulness in questioning). Eventu-
ally, they can explain the function of a question and, when asked to explain
their work, state the reason that they are asking a particular question.
Students soon see how the significance and power of good question-
ing can lead them to better understanding. Their class participation shows
evidence of questions about the authority of a work, an author’s point of
view, the possible need for more data, or a provocative part to be exam-
ined. Their questions also stimulate others’ thinking, raising even more
classroom questions.
Applying Past Knowledge to New Situations
Learning is the ability to make sense out of something you observe
based on your past experience and being able to take that obser-
vation and associate it with meaning.
—Ruth and Art WinterDefining Indicators of Achievement 183