The impact of questioning on classroom dynamics: a critical analysis

Fonseca, Arnaldo; Dinis Fonseca, Arnaldo José

http://hdl.handle.net/10400.13/7326

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Authors

Fonseca, Arnaldo

Dinis Fonseca, Arnaldo José

Abstract(s)

This article critically examines the impact of questioning on classroom dyna mics, restructuring and deepening the un derstanding of its role as a fundamental ca talyst for learning environments intended to be dynamic, collaborative, and particularly student-centered. Through a comprehensive review of the literature, the article discusses how intentional and strategic questioning can foster critical thinking, intellectual curiosity, student autonomy, and metacognitive skills. In this regard, active learning methodologies are addressed, with emphasis on Problem-Ba sed Learning (PBL), the Socratic method, and Inquiry-Based Learning (IBL), highlighting the transformative potential of the teacher’s role as a facilitator. Additionally, contempo rary challenges are explored alongside emer ging opportunities, particularly the impact of Artificial Intelligence (AI) on the promotion and development of questioning and critical thinking. The conclusion is that questioning, beyond a mere pedagogical technique, cons titutes an indispensable competence for the holistic development of autonomous, critical citizens prepared for the challenges of a cons tantly transforming world, thus requiring a continuous recalibration of pedagogical priorities and teacher training.