A taxonomy of questions and their use in the classroom

Abstract

Using Bloom's taxonomy. this study attempts to classify classroom questions asked by a sample of teachers. Following a number of class room observation sessions in four schools and the distribution of a questionnaire, the types of questions that teachers ask. their reasons for asking them and the 'targets' are analysed against the backdrop of the relevant research. This is followed by a discussion of some of the problems underlying this research. The relationships between types of questions. a selection of eight subjects, learners' abilities, 'targets', teachers' sex, teachers' training and teachers' experience are set out. Comments on asking questions to quicker and slower pupils are also included. Finally, ways are explored on how to apply the findings arising from this study in bettering the questioning techniques of teachers with the ultimate aim of attaining more effective teaching.