I am working on the problem: how the sensory-motor experience of the child is reflected in his speech, specifically - in the questions that the child asks.
Are there diferens kinds of questions in the speech of modern young children (what? Where? Which? When? How much? Why?)?
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Questioning is an integral part of meaningful learning and scientific inquiry. The formulation of a good question is a creative act, and at the heart of what doing science is all about. As Cuccio‐Schirripa and Steiner (2000) have stated, ‘Questioning is one of the thinking processing skills which is structurally embedded in the thinking operation of critical thinking, creative thinking, and problem solving’ (p. 210). Moreover, as we will show, students' questions play an important role in the learning process as they are a potential resource for both teaching and learning science.
Despite the capacity of students' questions for enhancing learning, much of this potential still remains untapped. Observational studies of classrooms by Dillon (1988) and of tutoring sessions by Graesser and Person (1994) found that students asked few questions, and even fewer in search of knowledge. As grade level increases, students ask fewer ‘on‐task attention’ questions (Good, Slavings, Harel, & Emerson, 1987, p.186) that relate to the immediate task and draw attention to themselves. This probably occurs because students do not want to call attention to themselves or because teachers often do not encourage students to ask questions. Also, few students spontaneously ask high‐quality thinking or cognitive questions (Carr, 1998; White & Gunstone, 1992, p.170), with most questions being factual, procedural, or closed in nature.
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