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The impact of questioning on classroom dynamics: a critical analysis
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Orientador(es)
Resumo(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.
Descrição
Palavras-chave
Strategic questioning Critical thinking Active learning methodologies . Faculdade de Ciências Sociais
Contexto Educativo
Citação
Editora
Atena Editora Edição de Livros Ltda