Teacher-Posed Questions On Students' Development Of Critical Thinking Capabilities

Abstract

This qualitative study explores how students' critical thinking skills are affected in the classroom by questions posed by teachers. Since critical thinking is acknowledged as being crucial to students' intellectual development and success in the future, this study aims to comprehend how the various questioning techniques used by teachers influence students' cognitive engagement and comprehension depth. Data were collected and analyzed using Bloom's Taxonomy as a framework through semi-structured interviews, classroom observations, and document analysis involving five senior high school teachers. The results show that lower-order thinking questions predominate, which suggests that there was a wasted chance to help pupils develop greater critical thinking abilities. Although educators recognize the value of questioning in classroom interactions, there doesn't seem to be as much understanding of the necessity of using the right amount of questioning to encourage higher-order thinking. This study emphasizes how important it is for teachers to use more sophisticated questioning strategies that encourage students' critical thinking and greater understanding. Teachers can improve student learning, better equip students for the challenges of the twenty-first century, and add to the current conversation about effective teaching methods by doing this.