SciELO - Scientific Electronic Library Online

vol.36 issue111School performance and participation in activities of a full-time program programFamily, child and the sistemic psycopedagogical view author indexsubject indexarticles search
Home Pagealphabetic serial listing  

Revista Psicopedagogia

Print version ISSN 0103-8486


RUBINSTEIN, Edith. Questioning in the process of teaching learning. Rev. psicopedag. [online]. 2019, vol.36, n.111, pp. 317-331. ISSN 0103-8486.

This article is a reflection on the theory and practical uses of questioning as a trigger for learning. Questioning is the key element in the dynamics of "psycho-pedagogic" practice and of the classroom. Although each individual constructs his or her questioning from a personal point of view and background, the student-teacher relationship always directs the learning process. To learn in an environment where there is constant questioning makes all the difference. In order for learning and teaching processes to occur satisfactorily, it is necessary to construct a questioning style that is conducive to mediation in order to question, validate, or restructure processes or strategies (of thinking or acting). This article is divided in three sections: A) Symbolic Aspects of Questioning, B) The Role of Questioning in the Process of Teaching and Learning, and C) Practical Examples of Different Questioning Styles in the Classroom.

Keywords : Process; Teaching; Learning; Questioning; Questioning Style; Flexibility.

        · abstract in Portuguese     · text in Portuguese     · Portuguese ( pdf )


Creative Commons License