Abstract
This literature review explores the existing literature on questioning theories and models within the post-secondary sector. The review highlights the formative use of questioning within further education and adult learning. It compares opposing questioning taxonomies to engage learners in higher-order thinking. The review examines the role questioning plays in critical thinking and problem-solving. It considers classroom practitioners’ understanding and application of extending wait-time responses. Finally, the review highlights a lack of and need for further empirical studies within the further education sector. The most striking findings that emerge from this review are how practitioners in various sectors of education have interpreted questioning methods.
Keywords
Questioning, Practitioners, Formative Assessment, Critical thinking, Taxonomies, Lower-order thinking, Higher-order thinking
How to Cite
Scullion, K., (2024) “Questioning Theories and Models for Formative Purposes in Further Education (FE)”, Fields: journal of Huddersfield student research 2(1). doi: https://doi.org/10.5920/fields.1439
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