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The Power of Asking Questions in Czech Schools

Explore the role of questioning in Czech schools, analyzing the types of questions asked, who asks them, and the impact on cognitive development and information behavior. Discover the findings from the Czech National Corpus Schola 2010 study.

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The Power of Asking Questions in Czech Schools

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  1. School: institutionwherechildrenlearntheanswerswithoutaskingquestions? Jana M. Havigerová, Kateřina Juklová University of Hradec Králové Czech Republic

  2. Introduction • natural part ofcognitiveprocess • thetriggerofthinking • type ofquestion and type ofthinking • askingquestions as a toolofintentionalcognitivedevelopment

  3. Thepowerofaskingquestion Informationbehaviour • developed by theneedofgettinginformation (Wilson, 1981) • important part ofinformationliteracy in contemporaryinformation society • questioningskill as a predictorofinformationbehaviour

  4. Researchobjectives • Analyzequestionsasked in natural Czech schoolconditions

  5. Researchprocedure Czech National Corpus Schola 2010 • transcriptofspokenlanguagefrom basic and secondaryschoollessons • 204 lessons in 115 differentclasses • 47 teachers and 2347 pupils • 20 489 identifiedquestions

  6. Notes

  7. Results

  8. Number of question asked during one lesson

  9. Whoasks more questions?

  10. Conclusions Askingquestions in Czech schools • teacheraskscarseamountofquestions • most askedquestions are low-levelquestionsactivatingmemory, not thinking • teachers do not encouragepupils to askquestions • pupilsquestions are oftendiscouraged (predominately negative content and emotional response)

  11. Notes

  12. Thankyouforyourquestions Kateřina Juklová katerina.juklova@uhk.cz Jana M. Havigerová jana.havigerova@uhk.cz FacultyofEducation University of Hradec Kralove Czech republic

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