Abstract
This Literature Review explores the existing literature on questioning theories and models, within the post-secondary sector. It compares opposing questioning taxonomies to engage learners in higher-order thinking. The review examines the role questioning plays in critical thinking and problem-solving. It considers classroom practitioner's understanding and application of extending wait-time responses. Finally, the review highlights a lack and need for further empirical studies within the Further Education sector. The most striking, findings that emerge from this review are how practitioners in various sectors of education have interpreted questioning methods. 
Published Version
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