Povzetek
Postavljanje vprašanj je ena temeljnih veščin učinkovitih, kritičnih mislecev, kakršni naj bi postali tudi naši učenci. Učitelji si sicer ne znamo predstavljati načrtovanja in izvajanja učnih ur brez postavljanja vprašanj tako sebi kot učencem, a se ob tem premalo zavedamo, da je učinek učenja večji, če načrtno razvijamo veščine spraševanja (pri sebi in pri učencih), zastavljamo učencem raznovrstna vprašanja in čim večkrat omogočamo priložnosti, ko lahko sprašujejo tudi učenci sami. Kakovost mišljenja je posledica kakovosti spraševanja in le dobra, odprta, v spodbujanje razmišljanja usmerjena vprašanja so tista, ki učence spodbudijo k primerjanju pojavov, napovedovanju dogodkov, analiziranju, vrednotenju ali oblikovanju povsem novih rešitev. V prispevku prikažemo nekaj strategij, ki smo jih uporabili pri delu z učenci v okviru učnih ur sodelovalnega učenja pri predmetu knjižnična informacijska znanja v povezavi s preostalimi predmeti ter pri krožkih filozofija za otroke. Odgovorimo na vprašanja, zakaj so v procesu učenja vprašanja pomembna in kakšna je učiteljeva vloga pri spodbujanju in razvijanju le-teh.
Abstract
With Good Questions on a Path of Exploration, Discovery and Learning
Asking questions is one of the fundamental skills developed by successful critical thinkers that we want our students to become. Even though, as teachers, we find it hard to imagine planning and teaching classes without asking questions – whether they come from us or our students –, we often fail to realise that learning performance would be greater if (our own and our students’) questioning skills were purposefully developed and if students were asked a variety of different questions and given the opportunity, as often as possible, to pose questions themselves. Quality thinking is a result of quality questioning, where only good and open questions fostering thinking are the ones that encourage students to compare different phenomena, predict events and analyse, evaluate or create innovative solutions. The article introduces a few strategies used in our work with students as part of collaborative learning in Library Information Knowledge class in connection with other subjects and in Philosophy for Children class. It answers the question of why questions are important in the learning process and what the teacher’s role is in encouraging and developing them.