Can Questioning Make Religious Educators More Effective in the Classroom?

From: Volume XII, Issue 3: Spring 1992 Pages 86-103

Abstract

Though Christian Education has made large advances in some areas, it does not appear to be training students who are able to think critically. The premise of this article is that the skillful use of questioning in the classroom may do much to challenge student thinking to higher levels. The authors review major research on classroom questioning, examine Christ's use of questioning for transferable concepts, explore how to relate questioning to student levels of thought, and present specific guidelines for optimum classroom results. It becomes evident that education of a religious nature offers great opportunities for fruitful thinking which is both constructive and redemptive.

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