Using Questions to Depress Student Thought

Abstract

Against the view that teacher questions are effective stimulants to student thought, I suggest that they are depressants. However, both of these notions require substantial conceptual and empirical study. While emphasis on questions is becoming increasingly pronounced, their effect upon students remains a matter of belief in practice, assertion in theory, and neglect in research. So traditional and prominent are notions as to the efficacy of teacher questions that the case could be taken for granted, as in fact it is. But it cannot be taken as proven. To assume the contrary view takes an effort of thought, misguided possibly, that leads to two conclusions. First, the grounds advanced to support the view that questions stimulate participation do not, as I construe them, provide much support. This point surprised me and may perplex others. It is elaborated here under Critique. There, the grounds that educators have marshalled from theory, practice, and research to sustain the notion are revealed as conceptually beside the point. Second, relatively stronger grounds can be found to support the contrary view, that questions depress student thought and response. This point may surprise others and encourage us to explore the grounds. They are set out here under Counterargument, drawn also from research, practice, and theory.