Volume 03 Issue 11-2023
54
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
11
Pages:
54-60
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ABSTRACT
This article delves into the critical role of questioning as an art within the realm of pedagogy, exploring its profound
impact on the development of critical thinking skills in learners. Through an examination of effective pedagogical
techniques, the study illuminates the nuances of crafting and posing questions that stimulate inquiry, foster deeper
understanding, and cultivate the ability to think critically. Drawing on educational theories and practical insights, the
article provides a comprehensive analysis of the art of questioning as a transformative pedagogical tool, essential for
nurturing the intellectual capacities of students.
KEYWORDS
Pedagogy, questioning techniques, critical thinking, inquiry-based learning, cognitive development, educational
strategies, student engagement, Socratic questioning, higher-order thinking skills, teaching effectiveness.
INTRODUCTION
According to the World Economic Forum, the concept
of “critical thinking” is recorded as one of the most
important for the future and is listed as the priority
most important skill by 2025. In the modern world, with
the formation of an array of accessible information, a
person is able to process, separate and determine the
reliability of the information received, as well as be able
to assess a situation, be able to separate it from others,
independently find solutions and defend their version
with real facts and arguments.
Due to the fact that the term “critical thinking” is
common among many educators and psychologists,
there is no specific established definition at this time of
the study. Review definitions that provide insight into
this understanding. American psychologist Diana
Halpern defines critical thinking as “reasoned, goal
-
Research Article
THE ART OF QUESTIONING: ENHANCING CRITICAL THINKING THROUGH
EFFECTIVE PEDAGOGICAL TECHNIQUES
Submission Date:
November 13, 2023,
Accepted Date:
November 18, 2023,
Published Date:
November 23, 2023
Crossref doi:
https://doi.org/10.37547/ijll/Volume03Issue11-08
Djalilova Zarnigor Obidovna
Phd., Interim Associate Professor At The Clinical Sciences Department Asia International University, Bukhara,
Uzbekistan
Journal
Website:
https://theusajournals.
com/index.php/ijll
Copyright:
Original
content from this work
may be used under the
terms of the creative
commons
attributes
4.0 licence.
Volume 03 Issue 11-2023
55
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
11
Pages:
54-60
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
directed thinking used to solve problems, formulate
conclusions, and make decisions.” The fol
lowing
important qualities are also proposed that need to be
developed before mastering the functions of critical
thinking: “readiness to plan, flexibility, perseverance,
willingness to correct one’s mistakes, awareness,
search for compromise solutions”. A
ccording to
educational technology analyst Emilia Lai, critical
thinking skills are described as “the ability to evaluate
the credibility of a source of information, analyze the
quality of argumentation, and formulate conclusions
and sound decisions”. Thus
, by primitive thinking we
mean the intelligent retention of a variety of
approaches in order to make informed opinions and
variable (alternative) solutions to problems.
Educational theorists have long recognized the pivotal
role of questioning in the learning process. Grounded
in constructivist principles, scholars like Piaget and
Vygotsky emphasized the importance of inquiry-based
learning, positing that meaningful questions stimulate
cognitive development. Additionally, the Socratic
method, originating from the classical Greek tradition,
underscores the power of well-crafted questions in
guiding learners to discover knowledge independently.
Understanding these theoretical underpinnings
provides a robust framework for appreciating the
significance of questioning in pedagogy.
Effective questioning involves a diverse array of
techniques, each serving distinct pedagogical
purposes. Socratic questioning, characterized by open-
ended inquiries that promote critical thinking and
dialogue, contrasts with closed-ended questions,
which assess recall but may limit deeper engagement.
Probing questions encourage students to delve further
into a topic, while leading questions guide them
toward specific insights. The skillful integration of
these techniques is crucial for addressing the varied
cognitive needs of students and fostering a culture of
inquiry within the classroom.
The symbiotic relationship between questioning
techniques and cognitive development is evident in
their impact on critical thinking skills. Thoughtfully
posed questions stimulate higher-order cognitive
processes, prompting students to analyze, evaluate,
and synthesize information. Research indicates that
classrooms emphasizing inquiry-based learning and
rich questioning environments correlate positively
with the development of critical thinking skills. By
challenging students to articulate their thoughts and
reasoning, effective questioning nurtures intellectual
independence and a deeper understanding of the
subject matter.
Implementing effective questioning techniques in the
classroom requires a nuanced understanding of both
the subject matter and the learners. Educators can
employ strategies such as anticipation guides, think-
pair-share activities, and concept mapping to structure
questioning effectively. The integration of technology
offers interactive platforms for posing questions,
encouraging real-time participation and collaboration.
Case-based learning and scenario-based questioning
provide practical relevance, bridging the gap between
theory and application. By tailoring questioning
techniques to the specific context and content,
educators can create an environment that nurtures
curiosity, inquiry, and critical thinking.
While the benefits of effective questioning are evident,
educators must navigate challenges associated with its
implementation. These may include resistance from
students accustomed to passive learning, the need for
adaptability across diverse learning environments, and
Volume 03 Issue 11-2023
56
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
11
Pages:
54-60
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
the time constraints inherent in covering curriculum
content. Addressing these challenges requires a
strategic approach, incorporating gradual exposure to
challenging questions, scaffolding, and the creation of
a supportive classroom culture that encourages risk-
taking.
Examining real-world case studies provides insights
into the practical application of effective questioning
techniques. Educators successfully integrated inquiry-
based questioning in a science classroom, resulting in
improved conceptual understanding and heightened
enthusiasm
for
the
subject.
Highlights
the
transformative impact of Socratic questioning in a
literature class, fostering critical analysis and
deepening students' appreciation for literary texts.
These cases illuminate the versatility and efficacy of
diverse questioning strategies across disciplines.
As we contemplate the art of questioning, it is
imperative to reflect on our own experiences as
students or aspiring educators. How have our
perceptions of questioning evolved? How might this
understanding influence our approach to teaching and
learning? The journey into the art of questioning is not
merely an academic exploration; it is an invitation to
introspection and continuous refinement of our
pedagogical practices.
Conclusion: In the tapestry of pedagogy, the art of
questioning
emerges
as
a
profound
and
transformative force, intricately woven into the fabric
of effective teaching and learning. This exploration
into the enhancement of critical thinking through
adept questioning techniques reveals not only the
potency of well-crafted inquiries but also the profound
impact they have on shaping the intellectual landscape
of students.
As educators, we stand at the precipice of a
pedagogical frontier, armed with the knowledge that
the questions we pose can be catalysts for curiosity,
inquiry, and the development of critical thinking skills.
The Socratic tradition of questioning, coupled with
modern insights into cognitive development,
underscores the dynamic nature of effective
pedagogical techniques centered on questioning.
Through this journey, we have uncovered the
intricacies of formulating questions that provoke
thought, elicit diverse perspectives, and encourage
students to delve deeper into the subject matter. The
art of questioning is, indeed, a dynamic process that
requires intentionality, adaptability, and a keen
awareness of the learning context.
In conclusion, the integration of effective questioning
techniques into pedagogical practices is not merely an
instructional strategy; it is a commitment to nurturing
the intellectual capacities of our students. By honing
the art of questioning, educators empower learners to
navigate the complexities of an ever-evolving world,
fostering a generation capable of not just absorbing
information but critically engaging with it. The journey
into the art of questioning is an ongoing one, marked
by a dedication to refining techniques, embracing
innovation, and continuously striving to unlock the full
potential of every learner through the power of
inquiry.
REFERENCES
1.
Obidovna,
D.
Z.
(2022).
GENDER
DIFFERENTIATION OF MASCULINE AND
FEMININE
VERBALIZATION.
European
International Journal of Multidisciplinary
Volume 03 Issue 11-2023
57
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
11
Pages:
54-60
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
Research and Management Studies, 2(05), 59-
65.
2.
Djalilova, Z. O. (2021). Studies on gender
linguistics in the field of Uzbek language.
Academic research in educational sciences,
2(3), 391-397.
3.
Obidovna, D. Z., & Denis, S. (2021). Formulas of
speech etiquette in a gender-engineered
communication strategy. Central asian journal
of theoretical & applied sciences, 2(6), 5-11.
4.
Obidovna, D. Z. (2021). Comparative Analysis Of
Uzbek Men's And Women's Speech Through
The Prism Of Gender Linguistics. Central Asian
journal of literature, philosophy and culture,
2(2), 22-26.
5.
Obidovna, D. Z. (2022). Speech Behavior and its
Gender Specificity on the Basis of the Main
English Language Variants. Middle European
Scientific Bulletin, 22, 199-205.
6.
Obidovna, D. Z. (2021). Gender issues in foreign
theoretical linguistics: concerning the history
of the issue. Gender issues, 7(6).
7.
JALILOVA, Z. O. (2021, March). ON THE
FORMATION
OF
THE
LANGUAGE
OF
SCIENTIFIC LITERATURE IN THE HISTORY OF
THE ENGLISH LANGUAGE. In E-Conference
Globe (pp. 18-22).
8.
Jalilova, Z. O. (2020). Concerning the issue of
terms,
having
a
place
with
various
morphological classes (in view of the example
of the terminologial arrangement of social
action). Новый день в медицине, (4), 501
-503.
9.
Djalilova, Z. O., Juraev, S. S., & Kosimov, S. M.
(2021). LATIN AS A PROFESSIONAL LANGUAGE
OF MEDICAL WORKERS. Международный
научно
-
практический электронный журнал
«МОЯ ПРОФЕССИОНАЛЬНАЯ
КАРЬЕРА».
Выпуск № 23 (том 1)(апрель, 2021). Дата
выхода в свет: 30.04. 2021., 79.
10.
Джалилова, З. О., Хасанов, К. А., & Султонов,
А. А. (2021). Роль научного управления в
процессе
обучения
высококвалифицированных врачей в новом
Узбекистане. Молодой ученый, (26), 377
-379.
11.
Dzhalilova, Z. O. (2021). The Latin language's
international status. Молодой ученый, (41), 32
-
34.
12.
Dzhalilova, Z. O., & Mirfajziev, K. (2021). Latin as
the language of medicine. Молодой ученый,
(41), 35-37.
13.
Dzhalilova, Z. O., Izomova, S. G., & Ahmedova,
G. A. (2021). Intercultural communication and
the Latin language. Молодой ученый, (24),
398-400.
14.
Dzhalilova, Z. O. (2021). History of formation of
Latin language. Молодой ученый, (41), 34
-35.
15.
Obidovna, D. Z. (2022). GENDER SPEECH
BEHAVIOR IN THE CONTEXT OF THE SOCIO-
LINGUISTIC FACTOR. Web of Scientist:
International Scientific Research Journal, 3(6),
190-198.
16.
Dzhalilova, Z. O., Hajdarova, N. S., &
Tashpulatova, N. A. (2021). Latin in the
Contemporary
World. Молодой ученый, (24),
400-402.
17.
Djalilova, Z. (2022). POLITENESS IN WOMEN’S
DISCOURSE
IN
ENGLISH
AND
UZBEK
LANGUAGES. Academic research in modern
science, 1(11), 29-34.
18.
Джалилова,
З.
(2022).
РЕАЛИЗАЦИЯ
МАКСИМ ВЕЖЛИВОСТИ В АНГЛИЙСКОМ И
УЗБЕКСКОМ ДИАЛОГАХ. Zamonaviy dunyoda
innovatsion tadqiqotlar: Nazariya va amaliyot,
1(21), 22-33.
Volume 03 Issue 11-2023
58
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
11
Pages:
54-60
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
19.
Obidovna, D. Z. (2022). A Speech Etiquette
Formula for the Gender Communication
Strategy. American Journal of Social and
Humanitarian Research, 3(10), 44-50.
20.
Djalilova, Z. (2022). DISCURSIVE ELEMENTS
AND THE CATEGORY OF POLITENESS.
Academic research in modern science, 1(12), 8-
14.
21.
Джалилова,
З.
О.
(2022).
НУТ
Қ
Ҳ
АРАКАТЛАРИДА
ХУШМУОМАЛАЛИКНИНГ
ГЕНДЕР
ХУСУСИЯТЛАРИ
.
МЕЖДУНАРОДНЫЙ
ЖУРНАЛ
ИСКУССТВО СЛОВА, 5(5).
22.
Obidovna, D. Z. (2022). DISTINCTIVE FEATURES
OF MALE AND FEMALE ORAL SPEECH IN
MODERN ENGLISH. International Journal Of
Literature And Languages, 2(10), 14-21.
23.
Obidovna, D. Z. (2022). THE MAIN CONCEPTS
OF
POLITENESS
IN
MODERN
LINGUOPRAGMATICS:
THE
POLITENESS
PRINCIPLE BY J. LEECH. International Journal
of Pedagogics, 2(11), 15-20.
24.
Djalilova, Z. (2022). GENDER DIFFERENTIATION
OF DISCOURSE ELEMENTS AS INDICATORS OF
POSITIVE AND NEGATIVE EVALUATIONS.
International Bulletin of Applied Science and
Technology, 2(12), 55-63.
25.
Djalilova, Z. (2022). GENDER-DETERMINED
DIFFERENCES IN THE SPEECH OF LITERARY
CHARACTERS. Eurasian Journal of Academic
Research, 2(12), 210-215.
26.
Djalilova, Z. (2022). GENDER ELEMENT OF
SPEECH BEHAVIOR FROM THE POSITION OF
TEXT ORGANIZATION MECHANISMS. Eurasian
Journal of Academic Research, 2(13), 274-281.
27.
Джалилова, З. (2022). ПРАГМАТИЧЕСКИЙ
ВЗГЛЯД НА МЕЖЛИЧНОСТНОЕ ОБЩЕНИЕ.
Zamonaviy dunyoda ilm-fan va texnologiya,
1(7), 331-336.
28.
Djalilova,
Z.
(2022).
GENDER
XUSHMUOMALALIKKA
ASOSLANGAN
IBORALARNING SHAKLLANISHI. Zamonaviy
dunyoda innovatsion tadqiqotlar: Nazariya va
amaliyot, 1(28), 303-308.
29.
DZHALILOVA, Z. O., & SHARIPOV, A. G.
ALPHABET OF LATIN LANGUAGE. МОЛОДОЙ
УЧЕНЫЙ Учредители: ООО" Издательство
Молодой ученый", (52), 338
-339.
30.
DZHALILOVA, Z. O., & UBAJDULLOEV, A. U. U.
COMPARISON DEGREES OF ADJECTIVES IN
LATIN LANGUAGE. МОЛОДОЙ УЧЕНЫЙ
Учредители: ООО" Издательство Молодой
ученый", (52), 336
-338.
31.
DZHALILOVA, Z. O., & JAKUBOV, U. S.
NUMBERS IN LATIN LANGUAGE. МОЛОДОЙ
УЧЕНЫЙ Учредители: ООО" Издательство
Молодой ученый", (52), 339
-341.
32.
DZHALILOVA, Z. O., & ALIEV, M. N. ADJECTIVE
IN LATIN LANGUAGE. МОЛОДОЙ УЧЕНЫЙ
Учредители: ООО" Издательство Молодой
ученый", (52), 332
-334.
33.
DZHALILOVA, Z. O., & ALIEV, M. N. PRONOUNS
IN LATIN LANGUAGE. МОЛОДОЙ УЧЕНЫЙ
Учредители: ООО" Издательство Молодой
ученый", (52), 334
-336.
34.
DJALILOVA, Z. O., & KHAYOTOV, K. M. K. U.
LATIN PRONOUNS. МОЛОДОЙ УЧЕНЫЙ
Учредители: ООО" Издательство Молодой
ученый
", (53), 257-258.
35.
DJALILOVA, Z. O., & KHAYOTOV, M. K. U.
VERBS IN LATIN LANGUAGE. МОЛОДОЙ
УЧЕНЫЙ Учредители: ООО" Издательство
Молодой ученый", (53), 255
-257.
Volume 03 Issue 11-2023
59
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
11
Pages:
54-60
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
36.
Djalilova, Z. O. (2023). A DISCOURSIVE TURN IN
THE THEORY OF LINGUISTIC POLITENESS: TO
THE FORMATION OF THE THEORY OF
LINGUISTIC
IMPOLITENESS.
International
Journal Of Literature And Languages, 3(02), 15-
23.
37.
Djalilova,
Z.
(2023).
PEDAGOGICAL
EDUCATIONAL
TECHNOLOGY:
ESSENCE,
CHARACTERISTICS
AND
EFFICIENCY.
Академические
исследования
в
современной науке
, 2(23), 29-38.
38.
Djalilova, Z. (2023). THE SIGNIFICANCE AND
POSITION OF TEACHING METHODS IN
PROFESSIONAL TRAINING. Solution of social
problems in management and economy, 2(10),
31-42.
39.
Djalilova, Z. (2023). THE USE OF LATIN
TERMINOLOGY
IN
MEDICAL
CASE.
Академические
исследования
в
современной науке, 2(14), 9
-15.
40.
Джалилова, З. (2023). The notion of illocution
in the theory of speech acts by John Austin.
Современные тенденции при обучении
иностранному языку в XXI веке, 1(1).
41.
Obidovna, D. Z. (2023). ADAPTING TEACHING
METHODS
TO
MODERN
EDUCATIONAL
TRENDS: PEDAGOGICAL ASPECT. International
Journal of Pedagogics, 3(10), 72-77.
42.
Obidovna, D. Z., & Sulaimonovich, D. S. (2023).
Influence of the Mode of Work and Recreation
of the Student's Health. INTERNATIONAL
JOURNAL OF HEALTH SYSTEMS AND MEDICAL
SCIENCES, 2(3), 3-5.
43.
Obidovna, D. Z., & Sulaymonovich, D. S. (2023).
Forming a Healthy Lifestyle for Students on the
Example of the Volleyball Section in
Universities.
EUROPEAN
JOURNAL
OF
INNOVATION IN NONFORMAL EDUCATION,
3(3), 22-25.
44.
Obidovna, D. Z., & Sulaymonovich, D. S. (2022).
Physical activity and its impact on human
health and longevity. Достижения науки и
образования, (2 (82)), 120
-126.
45.
Obidovna, D. Z., & Sulaymonovich, D. S. (2022).
THE CONCEPT OF" HEALTHY LIFESTYLE" IN
PSYCHOLOGICAL RESEARCH. ResearchJet
Journal of Analysis and Inventions, 3(06), 53-
64.
46.
Jo’rayev,
S.,
&
Djalilova,
Z.
(2022).
NEUROLOGICAL STATUS OF CHILDREN WITH
INTRAUTERINE
DEVELOPMENTAL
DELAY.
International Bulletin of Medical Sciences and
Clinical Research, 2(9), 34-37.
47.
Djalilova, Z. (2023). LANGUAGE LEARNING
STRATEGIES AND THEIR IMPLICATION FOR
TEACHING ENGLISH. Центральноазиатский
журнал образования и инноваций, 2(11), 18
-
22.
48.
Rasulov, Z. I. (2023). COMPARATIVE STUDY OF
LINGUISTIC PHENOMENA OF A NATIONAL-
CULTURAL
NATURE,
REPRESENTING
MYTHOLOGICAL
LINGUISTIC
UNITS
IN
ENGLISH
AND
UZBEK
LANGUAGES.
FORMATION
OF
PSYCHOLOGY
AND
PEDAGOGY AS INTERDISCIPLINARY SCIENCES,
2(20), 19-24.
49.
Rasulov, Z. I. (2023). THE NOTION OF NON-
EQUIVALENT WORDS AND REALIAS IN
ENGLISH AND UZBEK LANGUAGES. Finland
International Scientific Journal of Education,
Social Science & Humanities, 11(6), 35-40.
50.
Rasulov,
Z.
(2023).
LISONIY
TEJAMKORLIKNING AXBOROT IFODASIDAGI
Volume 03 Issue 11-2023
60
International Journal Of Literature And Languages
(ISSN
–
2771-2834)
VOLUME
03
ISSUE
11
Pages:
54-60
SJIF
I
MPACT
FACTOR
(2021:
5.
705
)
(2022:
5.
705
)
(2023:
6.
997
)
OCLC
–
1121105677
Publisher:
Oscar Publishing Services
Servi
ORTIQCHALIKKA
MUNOSABATI.
ЦЕНТР
НАУЧНЫХ ПУБЛИКАЦИЙ (buxdu. uz), 42(42)
.
51.
Rasulov, Z., & Artikov, A. (2023, May). THE
PRINCIPLE OF REDUNDANCY IN COMPOUND
SENTENCES. In Integration Conference on
Integration of Pragmalinguistics, Functional
Translation Studies and Language Teaching
Processes (pp. 1-4).
52.
Rasulov, Z. (2023). The principle of cognitive
economy as an important factor in information
transmission. ЦЕНТР НАУЧНЫХ ПУБЛИКАЦИЙ
(buxdu. uz), 42(42).
53.
Rasulov, Z. (2023). ПРИНЦИПЫ ЭКОНОМИИ
ФОНАЦИОННОЙ ЭНЕРГИИ. ЦЕНТР НАУЧНЫХ
ПУБЛИКАЦИЙ (buxdu. uz), 42(42).
54.
Rasulov,
Z.
(2023).
PEDAGOGIKA
VA
PSIXOLOGIYADA
MANIPULYATSIYA
TUSHUNCHASI.
ЦЕНТР
НАУЧНЫХ
ПУБЛИКАЦИЙ (buxdu. uz), 39(39).
55.
Qobilovna, A. M. (2023). COMMUNICATIVE
COMPETENCE AS A FACTOR OF TEACHER'S
PROFESSIONAL
COMPETENCY.
American
Journal Of Social Sciences And Humanity
Research, 3(09), 32-44.
56.
Ataullayeva, M. (2023). COMMUNICATIVE
COMPETENCE AS A FACTOR OF PERSONAL
AND PROFESSIONAL DEVELOPMENT OF A
FUTURE SPECIALIST. International Bulletin of
Medical Sciences and Clinical Research, 3(10),
109-114.
