Paper deals with the topic of questions as important
components of information behavior in the school. By analyzing the
Corpus Schola2010, the state of contemporary education in terms of
questioning is proven unsatisfactory: 80% of the questions are asked
by teachers; most of teacher-s questions are asked at the beginning of
the first grade, than their number decreases and is settling down on
80±10 questions per lesson. The average number of questions within
one lesson per one pupil is generally less than one whole question.
The highest values are achieved in the first, sixth, eighth and tenth
grade,, i.e. in the transition years in which pupils are moving into
higher levels of education and every following year it declines. We
can state Czech school do not support questioning and question skill
of their pupils, thereby typical Czech schools are neglecting the
development of thinking, reasoning and cooperation of their pupils.
[1] F. Webster, "Theories of information society," Series: International
Library of Sociology 3rd edition, London: Routledge, 2006.
[2] T. D. Wilson, "On user studies and information needs," Journal of
Documentation, vol. 37, pp. 3-15, 1981.
[3] E. G. Weber, "Varieties of Questions in English Conversation (Studies
in Discourse and Grammar)", John Benjamins Publishing Company,
Nov. 1993.
[4] V. Lechta, "Logopedické repetitorium," Bratislava: Slovenské
pedagogické nakladatelstv├¡, 1990.
[5] F. Paas, A. Renkl, J. Sweller, "Cognitive Load Theory: A Special Issue
of Educational Ppsychologist," London: Routledge, 2003.
[6] L. Ramey, G. Meegan, "The Criticial Thinking Community,"available
at: http://www.criticalthinking.org/index.cfm, ," retrieved: june, 2011.
[7] Z. Truhl├ířov├í, "Deprivace ┼íikanované ┼íkoln├¡ ml├ídeže," in K soci├íln├¡
anal├¢ze ml├ídeže. Sborn├¡k př├¡sp─øvk┼» z mezin├írodn├¡ conference, Hradec
Kr├ílové: Gaudeamus, 2003, pp. 321-325.
[8] A. Slezáčková. Průvodce pozitivní psychologií. Praha: Grada
Publishing, 2012.
[9] "Czech National Corpus - SCHOLA2010," Praha: ├Üstav ─îeského
národního korpusu FF UK, available at: http://www.korpus.cz, retrieved
january 2011.
[10] J. M. Havigerová, K. Juklová, "School: institution where children learn
the answers without asking question?" Procedia - Social and Behavioral
Sciences, vol. 29, pp. 1091-1095, 2011.
[11] S. N. Rusche, "You have to absorb yourself in it: Using inquiry and
reflection to promote student learning and self-knowledge," Teaching
Sociology, vol. 39, no. 4, pp. 338-353, 2011.
[12] M. M. Martin, C. M. Anderson. "The Cognitive Flexibility Scale: three
validity studies," Communication Reports, vol. 11, pp. 3-9, 1998.
[13] R. Stevens, "The Question as a Measure of Efficiency in Instruction: A
Critical Study of Classroom Practice," Teachers College Contributions
to Education, vol. 48, 1912.
[14] C. Vogt, D. Hocevar, L. Hagedorn, "A Social Cognitive Construct
Validation: Determining Women and Men's Success in Engineering
Programs," Journal of Higher Education, vol 78, no. 3, pp. 336-364,
2007.
[15] P. H. Winne, "Experiments Relating Teachers' Use of Higher Cognitive
Questions to Student Achievement, " Review of Educational Research,
vol. 49, no. 1, pp. 13-49, 1979.
[16] V. Hus, M. K. Aberse, "Questioning as a mediation tool for cognitive
development in early science teaching," Journal of Baltic Science
Education, vol. 10, no. 1, pp. 6-16, 2011.
[17] K. Juklová, J. Haviger, "Kvalita vÛuky a efektivita vlastního učení
o─ìima student┼» Univerzity Hradec Kr├ílové". In: J. Doležalov├í, J.
Ondr├íkov├í, I. Nowosad (eds.), "Kvalita života v kontextech
vzd─øl├ív├ín├¡.," Zielona G├│ra: Vydavatelstv├¡ Zielonog├│rské univerzity,
2011, pp. 123-143, ISBN 978-83-7481-402-7.
[1] F. Webster, "Theories of information society," Series: International
Library of Sociology 3rd edition, London: Routledge, 2006.
[2] T. D. Wilson, "On user studies and information needs," Journal of
Documentation, vol. 37, pp. 3-15, 1981.
[3] E. G. Weber, "Varieties of Questions in English Conversation (Studies
in Discourse and Grammar)", John Benjamins Publishing Company,
Nov. 1993.
[4] V. Lechta, "Logopedické repetitorium," Bratislava: Slovenské
pedagogické nakladatelstv├¡, 1990.
[5] F. Paas, A. Renkl, J. Sweller, "Cognitive Load Theory: A Special Issue
of Educational Ppsychologist," London: Routledge, 2003.
[6] L. Ramey, G. Meegan, "The Criticial Thinking Community,"available
at: http://www.criticalthinking.org/index.cfm, ," retrieved: june, 2011.
[7] Z. Truhl├ířov├í, "Deprivace ┼íikanované ┼íkoln├¡ ml├ídeže," in K soci├íln├¡
anal├¢ze ml├ídeže. Sborn├¡k př├¡sp─øvk┼» z mezin├írodn├¡ conference, Hradec
Kr├ílové: Gaudeamus, 2003, pp. 321-325.
[8] A. Slezáčková. Průvodce pozitivní psychologií. Praha: Grada
Publishing, 2012.
[9] "Czech National Corpus - SCHOLA2010," Praha: ├Üstav ─îeského
národního korpusu FF UK, available at: http://www.korpus.cz, retrieved
january 2011.
[10] J. M. Havigerová, K. Juklová, "School: institution where children learn
the answers without asking question?" Procedia - Social and Behavioral
Sciences, vol. 29, pp. 1091-1095, 2011.
[11] S. N. Rusche, "You have to absorb yourself in it: Using inquiry and
reflection to promote student learning and self-knowledge," Teaching
Sociology, vol. 39, no. 4, pp. 338-353, 2011.
[12] M. M. Martin, C. M. Anderson. "The Cognitive Flexibility Scale: three
validity studies," Communication Reports, vol. 11, pp. 3-9, 1998.
[13] R. Stevens, "The Question as a Measure of Efficiency in Instruction: A
Critical Study of Classroom Practice," Teachers College Contributions
to Education, vol. 48, 1912.
[14] C. Vogt, D. Hocevar, L. Hagedorn, "A Social Cognitive Construct
Validation: Determining Women and Men's Success in Engineering
Programs," Journal of Higher Education, vol 78, no. 3, pp. 336-364,
2007.
[15] P. H. Winne, "Experiments Relating Teachers' Use of Higher Cognitive
Questions to Student Achievement, " Review of Educational Research,
vol. 49, no. 1, pp. 13-49, 1979.
[16] V. Hus, M. K. Aberse, "Questioning as a mediation tool for cognitive
development in early science teaching," Journal of Baltic Science
Education, vol. 10, no. 1, pp. 6-16, 2011.
[17] K. Juklová, J. Haviger, "Kvalita vÛuky a efektivita vlastního učení
o─ìima student┼» Univerzity Hradec Kr├ílové". In: J. Doležalov├í, J.
Ondr├íkov├í, I. Nowosad (eds.), "Kvalita života v kontextech
vzd─øl├ív├ín├¡.," Zielona G├│ra: Vydavatelstv├¡ Zielonog├│rské univerzity,
2011, pp. 123-143, ISBN 978-83-7481-402-7.
@article{"International Journal of Business, Human and Social Sciences:61956", author = "Jana M. Havigerová and Jiří Haviger", title = "Questions in the School", abstract = "Paper deals with the topic of questions as important
components of information behavior in the school. By analyzing the
Corpus Schola2010, the state of contemporary education in terms of
questioning is proven unsatisfactory: 80% of the questions are asked
by teachers; most of teacher-s questions are asked at the beginning of
the first grade, than their number decreases and is settling down on
80±10 questions per lesson. The average number of questions within
one lesson per one pupil is generally less than one whole question.
The highest values are achieved in the first, sixth, eighth and tenth
grade,, i.e. in the transition years in which pupils are moving into
higher levels of education and every following year it declines. We
can state Czech school do not support questioning and question skill
of their pupils, thereby typical Czech schools are neglecting the
development of thinking, reasoning and cooperation of their pupils.", keywords = "information behavior, questions, primary and
secondary education, Czech Republic", volume = "6", number = "6", pages = "1555-4", }
