School: institution where children learn the answers without asking question?

Abstract

The paper deals with the topic of questions and questioning as important components of information behaviour. It describes the basic starting points (the ability to ask questions is innate to man, appearing already in the 18th month, asking questions is associated with other mental functions, especially with thought processes). By analyzing the Corpus Schola2010, the state of contemporary education in terms of questioning is proven unsatisfactory: 80% of the questions are asked by teachers; the majority of the questions asked by the teacher have the character of supplemental questions and questions only activating the memory; in the classroom 3 to 4 students on average pose questions – boys slightly more often than girls – and usually just one question; 75% of students in this regard are the “silent majority” and do not ask at all. The current Czech school can be described as a place where students are served answers without posing questions themselves. This fact is discussed. Suitable measures are implied in connection with the Bloom taxonomy of educational objectives, with Vygotsky's theory of thinking, and concrete measures derived primarily from the initiative of Critical thinking: to include the practice of asking relevant questions in teacher training and to support activities of students toward asking questions. The specific activities are the subject of additional outputs of the authors - do not hesitate to contact us.