On the Significance of Questioning in Learning Activity

296

Abstract

The article analyzes and compares modern educational technologies: the so-called ‘leading dialogue’ and the technology for generating student questions in collective learning activity. We discuss the role of spontaneous and provoked meaningful questions in collective learning activity. Using the experimental school course ‘New Biology’ (for 6th—9th grades) as an example, we provide a description of a teacher’s work aimed at promoting questioning in students: the questions are considered as a starting and finishing point in the collective search activity. Also, the article discusses the data of a comparative analysis of questions by students from different grades presented with the same problem. It considers the role of modeling in the emergence of meaningful questions and outlines the conditions in which meaningful questions appear, as well we the effects of systematic questioning in classrooms.

General Information

Keywords: learning activity, student questions, learning model, activity approach

Journal rubric: Psychology at School

DOI: https://doi.org/10.17759/pse.2020250406

Acknowledgements. The author is grateful to V. Zaytseva and D. Minkin for their assistance in data collection and to O. Smirnova and A. Prokhorov for their assistance with statistics methods.

For citation: Chudinova E.V. On the Significance of Questioning in Learning Activity. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2020. Vol. 25, no. 4, pp. 60–70. DOI: 10.17759/pse.2020250406. (In Russ., аbstr. in Engl.)

References

  1. Baranova E.A. Osobennosti voprositel’noi aktivnosti doshkol’nikov i mladshikh shkol’nikov [Features interrogative activity of preschool children and primary school students] [Elektronnyi resurs]. Psikhologicheskaya nauka i obrazovanie = Psychological Science and Education, 2009, no. 2. Available at: http:// psyedu.ru/ (Accessed 01.05.2017). (In Russ.).
  2. Grechkina A.B. Opyt raboty po ispol’zovaniyu v uchebnom protsesse po realizatsii FGOS tekhnologii problemno-dialogicheskogo obucheniya [Experience in the use in the educational process for the implementation of the Federal State Educational Standard of the technology of problem-interactive learning] [Elektronnyi resurs]. Available at: http://nsportal. ru/nachalnaya-shkola/obshchepedagogicheskie-tekhnologii/2013/10/06/pobuzhdayushchie-i-podvodyashchie (Accessed 23.03.2020). (In Russ.).
  3. Davydov V.V. Teoriya razvivayushchego obucheniya [The theory of developmental education]. Moscow: Publ. INTOR, 1996. 544 p. (In Russ.).
  4. L’vovskii V.A. (ed.), Deyatel’nostnyi podkhod v obrazovanii [Activity approach in education]. Kniga 2. Moscow: Publ. Nekommercheskoe partnerstvo «Avtorskii klub», 2019. 304 p. (In Russ.).
  5. Il’in E.P. Psikhologiya dlya pedagogov [Psychology for teachers]. Saint-Petersburg: Publ. Piter, 2012. 640 p. (In Russ.).
  6. Kuznetsova T.I., Kuznetsov I.A. Voprosno-otvetnyi dialog: lingvisticheskaya forma i kommunikativnoe soderzhanie. [Question-answer dialogue: linguistic form and communicative content.].Vestnik Adygeiskogo gosudarstvennogo universiteta [The Bulletin of the Adyghe State University. Seriya 2: Filologiya i iskusstvovedenie], 2016. Vol. 2, no. 177, pp. 83—91. (In Russ.).
  7. L’vovskii V.A., Nezhnov P.G. i dr. Model’ ekspertno-metodicheskogo soprovozhdeniya deyatel’nostnykh obrazovatel’nykh praktik [A model of expert and methodological support for active educational practices]. Moscow: Publ. Nekommercheskoe partnerstvo «Avtorskii klub», 2018. 32 p. (In Russ.).
  8. Poluyanov Yu.A. Vzaimodeistvie uchitelya i uchenikov v situatsiyakh spontannogo proyavleniya uchebnoi samostoyatel’nosti mladshikh shkol’nikov na zanyatiyakh izobrazitel’nym iskusstvom v sisteme razvivayushchego obucheniya [The interaction of teachers and students in situations of spontaneous manifestation of educational independence of younger students in the art classes in the system of developing education]. Kul’turno-istoricheskaya psikhologiya = Cultural-Historical Psychology, Vol. 14, no. 3, pp. 101—113. DOI:10.17759/ chp.2018140311 (In Russ.).
  9. Tekhnologiya problemnogo dialoga [Elektronnyi resurs]. Available at: http://school2100.com/school2100/ nashi_tehnologii/dialog.php (Accessed 23.03.2020).
  10. Fakhrutdinova G.N. Voprosy uchashchikhsya kak indikator vovlechennosti v protsess ucheniya. [Student questions as an indicator of involvement in the learning process.]. Attestatsionnaya rabota. MGU im. M.V. Lomonosova. FPO. 2018. 43 p. (In Russ.).
  11. Khaidegger M. Bytie i vremya [Being and time]. Saint-Petersburg, 2006. 451 p. (In Russ.).
  12. Tsukerman G.A., Khavkin E.E., Chudinova E.V. Chto est na zavtrak krokodil? [What does a crocodile eat for breakfast?]. Znanie-sila [Knowledge is power], 1996, no. 12, pp. 108—113. (In Russ.).
  13. Shumakova N.B. Dialog i razvitie tvorcheskoi aktivnosti u detei [Dialogue and the development of creative activity in children]. Razvitie tvorcheskoi aktivnosti shkol’nika [The development of creative activity of a student]. Matyushkin A.M. (ed.). Moscow, 1991. P. 19—34. (In Russ.).
  14. El’konin B.D., Vorontsov A.B., Chudinova E.V. Podrostkovyi etap shkol’nogo obrazovaniya v sisteme El’konina—Davydova [The teenage stage of school education in the system of Elkonin—Davydov].Voprosy obrazovaniya = Educational studies, 2004, no. 3, pp. 118—142. (In Russ.).
  15. El’konin B.D. Produktivnoe Deistvie [Productive Action]. Kul’turno-istoricheskaya psikhologiya = Cultural- Historical Psychology, 2019. 15, no. 1, pp. 116— 122. DOI:10.17759/chp.2019150112 (In Russ.).

Information About the Authors

Ellena V. Chudinova, PhD in Psychology, Leading Researcher, Psychological Institute of the Russian Academy of Education, Moscow, Russia, ORCID: https://orcid.org/0000-0002-3923-781X, e-mail: chudinova_e@mail.ru

Metrics

Views

Total: 640
Previous month: 19
Current month: 3

Downloads

Total: 296
Previous month: 4
Current month: 1