The Impact of Questioning on Classroom Dynamics: A Critical Analysis

• DOI: https://doi.org/10.22533/at.ed.216572509051

• Palavras-chave: -

• Keywords: Strategic questioning; Critical thinking; Active learning methodologies

• Abstract:

  This article critically examines the impact of questioning on classroom dynamics, restructuring and deepening the understanding of its role as a fundamental catalyst for learning environments intended to be dynamic, collaborative, and particularly student-centered. Through a comprehensive review of the literature, the article discusses how intentional and strategic questioning can foster critical thinking, intellectual curiosity, student autonomy, and metacognitive skills. In this regard, active learning methodologies are addressed, with emphasis on Problem-Based Learning (PBL), the Socratic method, and Inquiry-Based Learning (IBL), highlighting the transformative potential of the teacher’s role as a facilitator. Additionally, contemporary challenges are explored alongside emerging opportunities, particularly the impact of Artificial Intelligence (AI) on the promotion and development of questioning and critical thinking. The conclusion is that questioning, beyond a mere pedagogical technique, constitutes an indispensable competence for the holistic development of autonomous, critical citizens prepared for the challenges of a constantly transforming world, thus requiring a continuous recalibration of pedagogical priorities and teacher training.