Abstract:

The article discuss the art of asking questions from two points of view:
1) the teachers’ ability to lead students by asking questions and
2) the teaching art to cultivate students’ ability to ask questions.

The context of the study involves three groups of trainees – higher school aged students (16 – 18 year), pre-service teachers at the University (18-20 years) and in-service teachers visiting continuous professional development (CPD) programs. The observations, comparison and action research are delivered during similar disciplines: informatics – school students versus pre-service teachers; and information and communication technologies (ICTs) – school students versus in-service teachers.

The first aspect is largely discussed in the scientific literature. The Polya’ approach is a classic in the problem solving. Although that, even in such abstract disciplines like mathematics and informatics, in Bulgarian teaching practices, they still prevail the traditional style of providing content and solving problems (i.e. tasks) than problem-solving, led by questions not by answers.

The second aspect is more complicated. From one hand, the abstract disciplines like mathematics and closely related informatics frustrate students. This phenomena is also a topic in the scientific literature. One of the more popular thesis is that the reason is hidden in the rough (than smooth) transition from concrete to abstract matter. The other potential reason is in forming of binary thinking by teaching in binary way – in terms of ‘right’ and ‘wrong’ which is typical for Western style of teaching mathematical subjects. The students scare to show they are wrong by asking stupid questions. From other side, the situation often is comfortable to the teacher who scares students could see that he is not always right or do not know everything. This magic circle stop the effective communication between the teacher and students, setting a ceil for students competences development.

The paper focuses on technics and approaches for improving the quality of asking questions (by teachers and by students) in teaching in different contexts:
1) in subject teaching process;
2) to develop higher level of abstract thinning according to the Bloom’s taxonomy as well as to develop students’ transversal competences and 21-st Century skills,
3) as an useful tool in assessment process in combination with collaborative learning and peer assessment.

The article is structured as follow:
• Introduction presenting the problem and goals of the study.
• The state-of-the-art literature review on asking questions benefits and technics of cultivating it in teachers and students development.
• A case study in teaching ICTs in school and in CPD program – qualitative comparative analysis related to the overcoming barriers in development self-confidence, creativity and learning-to-learn skills.
• A case study in teaching informatics in school and in bachelors’ program for pre-service teachers – qualitative comparative analysis related to the critical thinking, creative thinking, abstract thinking and learning to learn development.
• Conclusions and discussions.

Keywords:

Asking questions, collaborative learning, problem-based learning, project-based learning, peer assessment, teaching informatics, teaching ICTs.