Exploring the Relationship between Constructivism and Questioning Skills

Michael Cebuliak

University of British Columbia: ETEC 530

April 13, 2018

PART A

There are numerous strategies for reading that are widely accepting as helping students understand
text. Good readers make inferences, summarize, activate prior knowledge, clarify, visualize and perhaps
most importantly, from a constructivist perspective, ask questions. The interesting point to note is that
while students are actively reading, and utilizing strategies, they are trying to make sense of their
environment. In short, they are trying to know about their experiential world. One of the most
valuable means in which students can understand their experiential world, as perceived through text or
otherwise, is through the development of effective questioning skills.

So how is it that students within English Language Arts begin to know about their experiential world as
illustrated through text? Pretty much by all the same constructivist processes that occur when they
encounter any other part of their experimental world. A certain text, just like any other objective reality
(if there exists such a thing as there is considerable argument against such a possibility as noted in both
Fosnot (2013) and Matthews (2003)), is not perceived in same the way for any two persons. This can be
illustrated in the acknowledgement that thirty different students might interpret a text, or a part of a
text, in thirty different ways. Students make sense of the world in accordance to their schema, or
background knowledge, and try to accommodate what they perceive based on what they already know
(it should be noted that as students acquire knowledge, and experience different things at different
points within their lives, it is entirely possible that students will not react to the same book in exactly the
same manner on any subsequent reading and as such this illustrates, in accordance to constructivist
theory, that the acquisition and creation of knowledge is more often than not fluid and iterative rather
than foundational and linear). Consequently, determining what each individual student knows is
instrumental in facilitating the possibility of comprehension for something they may not know.

But to say that students either know or don’t know something is a rather contentious issue. As alluded
to earlier, many persons believe that the possibility does not exist for any person to know of an
objective reality and therefore we can not be absolutely certain that we know anything. But, English
language arts, like any other discipline, is built on the premise that there are things--or propositions,
procedures and personal items--that students should indeed “know”. Most assuredly, In the, British
Columbian, grade 10, English Language Art Curriculum there are things that students are expected to
know upon leaving the course and I, as the teacher, am expected to know to what extent each of my
students knows what is it that they are supposed to know. For example, at the end of the year the
students should know, or have the procedural knowledge, how to write a basic five paragraph essay;
they should also have propositional knowledge of what constitutes irony, and they should have personal
knowledge as to their abilities in English. At the end of each year, I assess students and proclaim that
they know “this” but don’t know “that”. But, how do I know for certain what it is that my students both
know and don’t know?

Even myself, as such a teacher of grade 10 English, am said to have knowledge, or a justified true belief
that is not a product of chance, of such things as content, pedagogy and various technological means of
representation and presentation. This knowledge that English teachers possess is said to be
instrumental in that it, as Pritchard (2014) notes, affords one the possibility of practical application, but
my knowledge as an English teacher may also be non-instrumental in that it does not necessarily afford
me the possibility of application to a particular problem. For example, my knowledge of sonnets may be
instrumental in that it allows me to create sonnets in accordance to their accepted properties and my
knowledge of T.S. Eliot’s objective correlative may be non-instrumental in that it has no practical
application other than being a part of what may be called wisdom by some but esoteric, inconsequential
and useless by others.

The interesting thing about being an English teacher—or for that matter a teacher of any discipline-- is
that not only am I expected to know the things I purportedly do, but I am also expected to know that the
students actually know what is required of them in my course and classroom. However, if this weren’t
difficult enough by itself, there is also the expectation that I know what it is that the students do not
know, and knowing what they don’t know can be equally difficult to ascertain as knowing what they do
know. For example, during reading comprehension assessments, a particular student read a passage of
text and was expected to answer a question to demonstrate knowledge of the requested skills and/or
ability. The student could not answer the questions; consequently, a colleague informed me that
because they could not answer the questions they did not comprehend, or presumably know enough
about, the text. And, at first glance this conclusion seems reasonable. However, these types of
conclusions—or instances of suspected knowledge, such as these-- are not always true: we actually
didn’t know that this student did not understand the text solely because she could not give an answer
that would illustrate such knowledge. This situation is rather analogous to my seemingly not knowing
how to get to a certain location in Vancouver as I can not accurately provide a street-by-street, and turn-
by-turn, account of how to get there. However, it very well may be the case that I in fact do know how
to get to a certain location in Vancouver, because if I were to drive there in my car, I could certainly
remember the route to take. So, in the original example of the reading comprehension assessment, it
very well may be that the young lady did know what was being asked but did not know how to articulate
it. It is not so much a problem of knowing but a problem of representations. So, not only is it
advantageous for me as a teacher to know what she did know during the assessment, it was equally
advantageous for me to know what she didn’t know about how to articulate, or represent, what she in
fact did know.

This type of occurrence is very common in English. It is often assumed that First Nation students do not
comprehend the ideas inherent within a specific instance of printed text because they can not represent
these ideas in the written text they produce. However, the issue at hand is not one of being incapable
of understanding the inherent ideas with the text; the issue is that such printed means of representation
are not the modality through which First Nations traditionally communicate. First Nations culture is an
oral culture and more times than not, if one were to orally present the initial text to First Nation
students and ask them to show their understanding of ideas inherent with the oral text, through oral
representation, these students would be able to do so.

So it is that knowledge, or the acquisition of justified true belief, that is not a product of chance, is
certainly a goal of learning and teaching; however, there are certain considerations that one must be
aware of when one examines knowledge acquisition derived through printed text compared to that
acquired through other means of representation. Text ultimately is an interpretation, and
representation of reality and despite the language and modality of the text—be it printed, musical
notation, numerical—it is a subjective interpretation of reality, that is both a personal and sociocultural
construct. So, by reading text we discover information about, not only the individual author, but also
about the culture from which the author’s work is situated. The degree and significance of each party’s
contribution between these inextricable elements is highly debatable. Fosnot (2013) alludes to the issue
as such: “Thus there is currently a dispute over both whether the mind is located in the head or in the
individual-in-social-action, and whether learning is primarily a process of active cognitive reorganization
or a process of enculturation into a community of practice” (location 940).

However, what is not debateable is the role in which questions have to learning and the acquisition of
knowledge. Students need to be engaged, or “active learners” as Dewey termed such agents, while
trying to understand their world and as such reading is not a passive process that is dependant simply
on the decoding of words and the assumption of transference of either an objective or subjective reality.
Understanding the words does not necessarily equate to understanding the text. The text may be
equally as confusing to the reader as their own experiential world and further obscured by the cognitive
dissonance that lies between it and the possibility of understanding an objective reality. However,
despite such confusion, what is clear is that questioning guides us through the process of understanding.
Answers, comprehension and knowledge, are often derived through the process of asking questions and
it certainly makes sense in the constructivist paradigm--as noted by Abbey et al. (2016), Behrenbrush, So
(2002) and Taber (2011)-- for a teacher to facilitate learning so that students eventually utilize effective
questioning skills, that are self-initiated, so as to help guide their understanding.

While posing questions to students is certainly a step towards assisting understanding, as noted in Hiller
et al. (2016), it is often best to let students take the initiative for the questions that they pose; however,
teachers, and other classroom members, should help facilitate effective higher level questioning skills so
that individual student initiated questions are eventually of a higher quality and lead to a better
understanding of the text, and do so through means of a highly individualistic and personalized process
that leads to an equally personalized product. Suffice it to say that one specific question, and its
answer, will not have the same relevance for each student within the classroom, as good questions are
a product of a complex relationship of cognitive dissonance that is partly dependant on what the
student already knows, and what the student deems as important to fostering an understanding of that
which they don’t know; moreover, as noted in Abbey et al. (2016), Flint (2016) and Fosnot (2013), the
student should be able to provide some justification as to why they need to know the answer to the
question as a means to understanding the text. In accordance to sociocultural constructivist theories,
the acquisition of such skills and knowledge in respect to the development of effective questioning skills
should be a social enterprise, as all classroom members construct meaning through contestation,
negotiation and individual accommodation. Fosnot (2013) claims: “What holds up as a good question, a
good justification, and a good explanation, and how data are measured, interpreted, and modeled all
evolve from interactions in these communities (location 751).

While facilitating the development of student-initiated questions is important, there also needs to be
careful consideration as to the complexity of the questions and their inherent ability to help students
understand text. Bloom’s Taxonomy is an excellent source to help students learn to develop higher level
questions, while reading text, and as there are a multitude of prompts that can be associated with each
level, breeding student familiarity with the hierarchy can be instrumental to helping students ask
meaningful questions that move beyond literal interpretations of the text and recognize connections
between the textual world and the world outside.

Not only are higher level questioning skills important to understanding text, the importance of
questioning in Language Arts is particularly relevant to successful writing as good writing is a product of
answering good questions. For example, each topic sentence within a paragraph can be directly related
to a question that is posed: in this paragraph, the implicit question is how is questioning related to
writing. Thesis statements in essays are answers to questions, with the question being implicit within
the statement. So it is that when students can pose good questions that are highly personalized based
on their needs, they can begin to write material that is at there zone of proximal development and thus
self regulation begins to develop as the student begins to take the place of the teacher, and ask
themselves questions that lead to an understanding meeting their particular needs.

While all of our knowledge is not a product of the questions we ask a considerable amount of it certainly
is and this process can be observed in respect to the accommodation of new knowledge. Even though
testimonial knowledge—which also can be garnered from reading text-- is seemingly derived without
question, this is not the case as people need to assess the validity of the claim, in respect to their prior
knowledge, in order to accommodate the new belief. Although there may be some means of
justification for the new belief (i.e. a person feels that the purveyor of such testimonial knowledge is
deemed credible) it is never fully accommodated/accepted until it is tested through questions that
assert that claims validity. In short, when accepting new claims everyone must ask themselves
questions as to whether this new information is in agreement with the previous information that creates
their experiential world and it is through this process of adaption that our experiential world is
developed. The interesting thing to know about the accommodation of text is that it has the possibility
of not only shaping how we perceive the world, but in the process it has the added danger of obscuring
how others see it. As a teacher in a democratic nation, this has important implications in regards to not
only respecting other points of view but actually attempting to understand and accommodate other
points of view. The art of effective questioning in language arts is important as it helps us become more
empathetic, insightful, knowledgeable and, hopefully, instrumental members of society as we begin to
understand, accommodate and build upon our experiential world from other points of view.
PART B: LESSONS AND RESOURCES

Developing Effective Questioning Skills

LESSON PLAN Ref: 1 of 3 Course Ref: Unit 2 of 12

Subject / Course: English Language Arts / English 10

Topic: Developing Effective Questioning Skills
Lesson Title: Introduction to Questioning Skills.
Level: Grade 10
Lesson Duration: 45 minutes.

Learning Environment and Technology Utilized:

This lesson is to occur in a face-to-face environment.

Curriculum Competencies (British Columbia English Language Arts, Grade 10, Composition):
 Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts
 Think critically, creatively, and reflectively to explore ideas within, between, and beyond texts
 Demonstrate speaking and listening skills in a variety of formal and informal contexts for a
range of purposes

Summary of Tasks / Actions:

Introduction to Unit of Questioning Skills. Face-to-face classroom.
 The teacher will facilitate a discussion about the importance of questioning in respect to
knowing and reading and these could include the following questions for exploration: How
do we discover things that we don’t know? Are some questions better than others in respect
to finding important information about the unknown? Why would teachers have students
create their own questions rather than have the teacher create questions for the students?
The students should be given a few minutes to write their answers and then participate in a
class discussion.
 In effort to classify types of questions, members of the classroom will collaboratively create a
word cloud with student created question prompts (i.e analyze, synthesise, recall…). The
teacher will have students arrange the words into a hierarchy, from easiest to answer to most
difficult and later see if the students can categorize them into similar groups (i.e “remember”
“recall”, may all be found within a “knowledge” group)
 The students are to compile a list of the best five questions that would help them get to know
one of their peers, or a well known celebrity. These questions will be in response to the
teacher’s question of: “What are the five best questions you can ask to know your peer?”
 After permitting some time for students to compile their list of questions, there will be a
discussion as to what questions were selected and why they were selected.
 After deciding on their five questions, the students will obtain answers for each question.
 POSSIBLE EXTENSION: STUDENTS WRITE A SUMMARY INTRODUCING THEIR PEER BASED ON
THEIR QUESTIONS. THIS MAY ONLY BE EFFECTIVE IF LESSONS PROCEEDING THIS ONE
Commented [MC1]: A tenant of constructivist teaching is
that teachers are to activate the background knowledge of
students.
Commented [MC2]: In accordance to sociocultural
constructivists, this process will illustrate how knowledge is
a cultural construct.
Commented [MC3]: In an attempt to be active, rather
than passive, learners, students are constructing their
understanding as to the classification of questions.
Commented [MC4]: In accordance to constructivist
teaching principles, the teacher is facilitating understanding,
rather than imparting it as an objective reality. Cambourne
(1988) claims that the teacher should focus on the students
conception, challenge the conception, seek clarification of
all conceptions and offer new possibilities for consideration.
Such discussions are essentially creating a means of
scaffolding to guide student thinking and the possible
construction of new concepts.
 ADDRESSED SUMMARIZATION SO THAT STUDENTS ARE NOT ASSESSED ON SUMMARIZING
SKILLS (THE ASSESSMENT COULD BE LEFT OUT OF COURSE) AS OPPOSED TO QUESTIONING
SKILLS. AS IT MAY TAKE SOME TIME TO CREATE A SUMMARY THIS COULD BE DONE OFFLINE
AND PRESENTED ON A SUBSEQUENT EXTENSION OF THIS LESSON.
 The teacher will have students reflect on the experience, by asking the following questions:
“Did you ask the right questions? How well do you think you know your peer?”
 The students will give their questions/answers to their peer and ask questions, such as: “How
accurately does this reflect you? Are there characteristics not represented because of the
type of questions asked? What questions should have I asked?”
 POSSIBLE EXTENSION FOR SUBSEQUENT MEETING: HAVE CLASSMATES READ THE SUMMARY
AND SEE IF THEY CAN IDENTIFY THE INDIVIDUAL WITHOUT PERSONAL INFORMATION

Materials / Equipment:
 There are no required resources for this lesson
Developing Effective Questioning Skills

LESSON PLAN Ref: 2 of 3 Course Ref: Unit 2 of 12

Subject / Course: English Language Arts/ English 10

Topic: Developing Effective Questioning Skills
Lesson Title: Exploration of Effective and Ineffective Questions
Level: Grades 10
Lesson Duration: 45 minutes

Learning Environment and Technology Utilized:

This lesson is to occur in a face-to-face environment.

Curriculum Competencies (British Columbia English Language Arts, Grade 10, Composition):
 “Demonstrate speaking and listening skills in a variety of formal and informal contexts for a
range of purposes”
 “Express and support an opinion with evidence”
 “Respectfully exchange ideas and viewpoints from diverse perspectives to build shared
understandings and extend thinking”

Summary of Tasks / Actions:

Explorations of Effective and Ineffective questions.

 The classroom engages in brief reflections about the questioning process yesterday. The
teacher prompts the students by asking questions such as: “Do you think you asked the best
questions? Why or why not? Why are questions so important to learning? What is the
relationship between reading and questions? What is the relationship between writing and
questions (good writing is a product of answering good questions).” Commented [mc5]: Learning is not a linear process in the
 The teacher is to encourage discussion by assigning marks for participation. constructivist paradigm. As Fosnot (2013) notes: “…it is
 The teacher leads the students in determining what characterizes an effective and ineffective understood to be complex and fundamentally nonlinerar”
(location 312).
question. This could be done with a T chart whereby characteristics of good/efffective
questions are on one side and characteristics of bad/ineffective questions are on the other. Commented [mc6]: Active participation in a
This T chart should be created in respect to the questions that students asked yesterday and constructivist classroom is important as it reflects diverse
possibilities of solving problems. Fosnot (2013)
there should be some discussion as to how both good and bad questions may be context acknowledges the importance of presenting opposing
specific. It is hoped that students learn the following about effective/good question: viewpoints as, “….the generating of diverse possibilities and
o A good question helps one understand the text better (students must be able to the subsequent deselection of nonviable characterizes
explicitly state how a question helps them understand the text); a good question learning” (location 416). It is also such contradictions
brought about by diverse possibilities that are the impetus
leads to more good questions; the answer to a good question connects to other
leading to the desire for accommodation.
information. Also, for higher level questions, they should be precise, significant,
supportable and debateable. Good questions are always relative to context. One
would not ask higher level questions (i.e “evaluation” types of questions) upon
meeting a stranger or as a prompt for a paragraph response.
Introduce students to Bloom’s Taxonomy. The teacher will have the students research, and explain,
the terms “hierarchy” and “taxonomy”.

 The teacher will provide a hard copy of Bloom’s Taxonomy for each student.
 The students will explore what they see/understand from examining the taxonomy. The
teacher may guide the exploration by asking questions such as: “How does it compare with
the questioning hierarchy that the students devised? Where did the students go “wrong” or
“right”? Why?” Once again, the teacher should allow some wait time to promote careful
thought.
 The teacher will facilitate an exploration/discussion as to what students perceive is the
purpose of the taxonomy. Once again this will be accomplished by asking questions and
having the students pose questions, to statements provided by the teacher.

Introduce students to prompts to use for Bloom’s Taxonomy.

 The teacher is to provide a hard/copy, of prompts, for use with Bloom’s taxonomy, for each
student.
 The teacher is to facilitate an exploration as to what students observe about the prompts.
How are they the same/different than the prompts created in their word cloud? All answers
are to be respected as errors are a necessary means to on the path to understanding.
 The teacher will model use of prompts with different texts (visual still image, video, written
text, intertextual, multimodal….). The teacher asks one question from each prompt and
explains why it is a good question (i.e how does it help me understand the text? What other
questions does it allude to? What connections can be made with possible answers to the
question? Is it precise, significant, supportable, debatable?).
 students are asked to volunteer to supply one question from each prompt, from a selected
resource, (the students are reminded that 10% of their mark is based on participation). All
questions are to be evaluated, informally, by class members as to their instrumentality to
helping understand text.
Materials / Equipment:
 Teacher must supply hard copy of Bloom’s Taxonomy and hard copy of questioning prompts
(see “Bloom’s Levels of Questioning” and “Bloom’s Levels of Questioning for English and
Socials” towards the end of the unit).
 Teacher must produce materials to model use of prompts with different texts (i.e. visual
still images, video, written text, intertextual, multimodal etc…) See “Example of Effective
Questioning Skills Utilizing Text” at the end of this unit.
Commented [mc7]: As noted in Fosnot (2013):
“Disequilibrium facilitates learning. ‘Errors’ need to be
perceived as a result of learners’ conceptions, and therefore
not minimized or avoided” (location 781).
Commented [mc8]: As noted in Fosnot (2013) “symbolic
representation actually affected thought” (location 618) and
it follows that the more symbolic representations that are
presented to students the more probable it is that at least
one modality will reach each individual student.
Commented [mc9]: As noted by Graham et al (2016)
modelling is important to the acquisition of effective
questioning skills. Moreover, in the interest of benefitting
from the input of all class members, the students should
help one and other ascertain as to what qualities
characterize good questions. As Graham et al. claim, “The
question generation is supported by an
instructional process that includes teacher modeling of
what compelling questions do and do not look like, student
teams brainstorming compelling questions based on
criteria, teams sharing compelling questions for peer
feedback, and teams revising until questions meet the
criteria” (page 153).
Developing Effective Questioning Skills

LESSON PLAN Ref: 3 of 3 Course Ref: 2 of 12

Subject / Course: English Language Arts/ English 10

Topic: Developing Effective Questioning Skills
Lesson Title: Developing Effective Questioning Skills Utilizing Bloom’s Taxonomy
Level: Grades 10
Lesson Duration: 90+ Minutes

Learning Environment and Technology Utilized:

This lesson is to occur in a face-to-face environment.

Curriculum Competencies (British Columbia English Language Arts, Grade 10, Composition):
 “Think critically, creatively, and reflectively to explore ideas within, between, and beyond
texts”
 “Apply appropriate strategies to comprehend written, oral, visual, and multimodal texts”
 “Respectfully exchange ideas and viewpoints from diverse perspectives to build shared
understandings and extend thinking”

Summary of Tasks / Actions:

Asking questions specific to a selected text:

 All students are to individually read a selected text and complete the “Developing
Questioning Skills Utilizing Bloom’s Taxonomy”. They are to pose their best question for each
level of Bloom’s Taxonomy, utilizing the question prompts if need be, and provide justification
for their choice. Finally, they are to answer the question in point form. Commented [MC10]: This step allows students to pose
 After having read the text and completing the worksheet “Developing Questioning Skills questions of relevance to their understanding of the text;
Utilizing Bloom’s Taxonomy”, students are allowed to choose a partner to determine who has moreover, it allows for some degree of accommodation for
atypical students as it permits questions, and answers, at a
the best questions from each level of Bloom’s taxonomy. The final decision as to the best level of complexity tailored to the students’ needs and
questions should be done through the process of contestation, negotiation, and abilities.
accommodation. Again, the students must offer justification for their choice and the should
answer all questions in point form. Each student should, if possible build on the previous
justification and answer provided. Commented [MC11]: This step fulfills sociocultural
 After having determined the best questions, to helping one understand the text, within the constructivist theories of learning, and the formation of
dyad, these two students are paired with another two students (of the teacher’s choice so as knowledge, being a social enterprise.
to introduce other cultural/personal perspectives) and the group of four students determines
who has the best questions from each level through the process of contestation, negotiation,
and accommodation. Again, each student should, if possible build on the justification and the
answer provided. The final product is to be recorded on the handout entitled “Final Group
Efforts at Developing Questioning Skills Utilizing Bloom's Taxonomy”
 After the preceding step, the students are to present their findings to the class. Criteria can
be developed for the presentation that is perhaps based on the “Rubric for Questioning
 Skills”. It may be effective to have the students present only alternating questions,
justification and answers to share with all class members. It is also possible to evaluate
students based on their presentation skills as well, after the criteria for this has been
established.
 Assessment for individual and group questioning skills can be found in the “Rubric for
Questioning Skills” found near the end of this unit.

Materials / Equipment:
 The individual student worksheet “Developing Questioning Skills Utilizing Bloom’s
Taxonomy” is provided near the end of this unit.
 A student example of “Developing Questioning Skills Utilizing Bloom’s Taxonomy” can be
found near the end of this unit.
 Group efforts are to be recorded on the worksheet “Final Group Efforts at Developing
Questioning Skills Utilizing Bloom’s Taxonomy” that can be found near the end of this unit.
 Assessment for individual and group questioning skills can be found in the “Rubric for
Questioning Skills” found near the end of this unit.
 Bloom’s Levels of Questioning Commented [MC12]: Although based on Bloom’s work,
the author of this work is unknown. I acquired this a
Knowledge/Remembering number of years ago from a colleague.
recall recite memorize list
name describe label match

Comprehension/Showing Understanding
discuss express explain summarize
paraphrase infer locate find
tell extend give examples

Application/Using Understanding
practiceapply compute use
translate change solve interpret
pretenddramatize illustrate demonstrate

Analysis/Examination
debate diagram compare contrast
question analyze categorize outline
experiment criticize differentiate distinguish

Synthesis/Creating
create draw compose design
formulate organize combine devise
modify assemble span construct
write compile revise suppose

Evaluation/Deciding or Judging
select judge predict justify
decide choose assess evaluate
support conclude value
 Bloom’s Level of Questioning for English and Social Studies
KNOWLEDGE –
Recalling information
What information is given?
Locate in the story where…
When did the event take
place?
Point to the…
List the…
Name the…
Where did…?
What is…?
Who was/were…?
ANALYSIS – ability to
See parts & relationships
Compare and contrast____
To _____
What was important about…
What other ways could
____ be interpreted?
What things would you have
used to…?
What is the main idea of the
perspective?
the story (event)?
What information supports
your explanation?
COMPREHENSION –
understanding meaning
What are you being asked to
find?
Explain the concept of…
Give me an example of…
Describe in your own words
what________means.
Illustrate the part of the story
that…
Make a map of…
This event led to…
Describe the scenario…
SYNTHESIS – parts of
info to create new whole
Design a ___ to show…
Predict what will happen to
___as___ is changed
What would it be like to live…
Write a new ending to the
story (event)…
Describe the events that might
occur if…
Add a new thing on your own
that was not in the story…
Commented [MC13]: The author of this work is not
known. I acquired this a number of years ago from a
APPLICATION – using colleague.
learning in new situations
What would happen to you if…
Can you see other relationships
that will help you find this
information?
Would you have done the
same thing as…?
What occurs when…?
If you were there, would you…
How would you solve this
problem in your life?
In the library (on the web), find
info about…
EVALUATION –
judgment based on criteria
How can you tell if your
analysis is reasonable?
Would you recommend this
to a friend…why?
What do you think will happen
to _____? WHY?
What significance is this event
in the global
What is most compelling to
you in this___? Why?

What was the message in Pretend you are…
this piece (event)…
What would the world be like
if…
Do you feel___ is ethical?
Why or why not?
Could this story have really
happened? Why or why not?
 Developing Questioning Skills Utilizing Bloom's Taxonomy

1. Pose one good question from the "Knowledge" level of Bloom's Taxonomy (remember, you may use
the question prompts provided on your handout).

Explain why this is a good question (i.e. how does it help one understand the text?).

Answer this question if possible, (you may use point form).

2. Pose one good question from the "Comprehension" level of Bloom's Taxonomy (remember, you may
use the question prompts provided on your handout).

Explain why this is a good question (i.e. how does it help one understand the text?).

Answer this question if possible, (you may use point form).

3. Pose one good question from the "Application" level of Bloom's Taxonomy (remember, you may use
the question prompts provided on your handout).

Explain why this is a good question (i.e. how does it help one understand the text?).

Answer this question if possible, (you may use point form).

4. Pose one good question from the "Analysis" level of Bloom's Taxonomy (remember, you may use the
question prompts provided on your handout).

Explain why this is a good question (i.e. how does it help one understand the text?).

Answer this question if possible, (you may use point form).

5. Pose one good question from the "Evaluation" level of Bloom's Taxonomy (remember, you may use
the question prompts provided on your handout).
Explain why this is a good question (i.e. how does it help one understand the text?).

Answer this question if possible, (you may use point form).

6. Pose one good question from the "Synthesis" level of Bloom's Taxonomy (remember, you may use
the question prompts provided on your handout).

Explain why this is a good question (i.e. how does it help one understand the text?).

Answer this question if possible, (you may use point form).

 Developing Questioning Skills Utilizing Bloom's Taxonomy (Student Sample)
Name of Text: The Child and the Cannibal/ Student's Name: X Y Commented [MC14]: The authored responses to
questions are a student’s work.
1. Pose one good question from the "Knowledge" level of Bloom's Taxonomy (remember, you may use
the question prompts provided on your handout).

List all of the things that are not realistic in this story?

This is a thought provoking question because there were so many things that were unrealistic and
they are all scattered throughout the story when the reader goes to answer the question it will prove
if he/she did or did not read the story.

There are several things in this story that is not plausible such as
 The Snanaik itself
 A man and at least 3 girls fit into a backpack
 The mucus turning into a baby
 The baby’s father is the sun
 After 4 days the baby is speaking, walking, and is beautiful “new babies are not beautiful they
look like baked potatoes”(my mom Julie McMann)
 The boy behead the monster
 Resurrected his sister and a bunch of other dead children

2. Pose one good question from the "Comprehension" level of Bloom's Taxonomy (remember, you may
use the question prompts provided on your handout).

Summarize how the boy killed the Snanaik?

This is a good question because it wants the individual that read this story to explain what had
happened in a certain part of the story that is important to the whole thing. It is also a good question
because for some people summarizing what had happened helps them understand what they read.

The Snanaik found the boy who appeared to be fishing in a tree; she told him to come down then
asked him how his mother made him become so beautiful. He told the monster that what he went
through was so horribly painful and that the monster would not be able to go through with it. Snanaik
informed the boy that she could do it so the boy found two sharp stones and chopped her head off
thus killing her.

3. Pose one good question from the "Application" level of Bloom's Taxonomy (remember, you may use
the question prompts provided on your handout).

Would you have done the same thing as the mother and have cried for that long of a time period?

This question makes the reader put themselves in another’s shoes and also make the reader think
about in the future what would they have done in that situation.
Yes I would have cried for a long time if my child was to be kidnapped, I would also call the police but
in this case the poor lonely woman did not have that opportunity because I am guessing that it was in
a time before there was such a thing as the police.

4. Pose one good question from the "Analysis" level of Bloom's Taxonomy (remember, you may use the
question prompts provided on your handout).

What objects would you use to kill the Snanaik?

In my eyes it’s not always bad to think about something that s brutal. When your life so happy and
bubbly all the time isn’t it healthy to have a little brutality in your life like reading “Lord of the Flies”
by William Golding or answering a question that implies killing something.

Personally would use a Guillotine if I was to behead somebody but in the circumstances that the boy
was in would most likely use two sharp stones just like what the boy had used.

5. Pose one good question from the "Evaluation" level of Bloom's Taxonomy (remember, you may use
the question prompts provided on your handout).

What do you think will happen to the boy when he takes all the children home?

This question makes the readers think about what will happen in the future with no evidence of what
may happen the reader has to completely use their imagination.

I believe the boy would grow up with his mother and sister and become a great hero on day seeing
that he could do such amazing things at 4 years old.

6. Pose one good question from the "Synthesis" level of Bloom's Taxonomy (remember, you may use
the question prompts provided on your handout).

Write a new ending to the story “the child and the cannibal”

This lets the reader take control of the story and inspires the reader to become the writer with this
fun activity. Most teenagers just simply don’t want to write they think it’s a waste of time but if you
give them the wrens and let them change the story to how they want it then they may be more open
to writing in the future.

As the boy took the Snanaik up the river the monster was forming a plan of her own noticing what the
boy was trying to do. When the boy found two sharp knife like stones he told the Snanaik to put her
head on one of the stones, she did as she was told. Just as the Boy was about to behead the beast she
grabbed the rock from under her neck and impaled the boy. He fell to the ground with a thud; the
Snanaik stood up and gave the dead boy a sly grin. She then tossed the boy over her shoulder gingerly
taking him to her cave. As she entered her dark home she put the boy on a pike and roasted him like a
marshmallow just as she did with the hundreds of other children.
RUBRIC FOR ASSESSING QUESTIONING SKILLS

KNOWLEDGE LEVEL

ACCURACY JUSTIFICATION ANSWER COMMENTS POINTS

No attempt to pose question
about the text.
A question concerning the
text is created but it Is not a
question from the
appropriate level (as may be
illustrated by the question
prompts)
The question Is not solely
from the corresponding level.
It may be one two or more
questions with only one from
the appropriate level (as may
be illustrated by the question
prompts)
The question is entirely
appropriate for the level (as
may be illustrated by use of
question prompts)
/4
No justification
An attempt at justification Is
evident.
Convincingly, justified in at
least one way
Convincingly justified in at
least two or more ways
/4
No attempt at answering Zero
question
An answer is provided but it Two
is not derived from a
question of the
corresponding level.
An answer is provided, Three
derived from a question of
the appropriate level and the
answer is deemed acceptable
in respect to how the
question is justified.
An answer is provided Four
derived from a question of
the appropriate level and the
answer is deemed very good
in respect to how the
question is justified.
/4 /12 TOTAL

COMPREHENSION LEVEL

ACCURACY JUSTIFICATION ANSWER COMMENTS POINTS

No attempt to pose question No justification No attempt at answering Zero

about the text. question

A question concerning the An attempt at justification Is An answer is provided but it Two

text is created but it Is not a
question from the
appropriate level (as may be
illustrated by the question
prompts)
evident. is not derived from a
question of the
corresponding level.

The question Is not solely Convincingly, justified in at An answer is provided, Three

from the corresponding level.
It may be one two or more
questions with only one from
the appropriate level (as may
be illustrated by the question
prompts)
least one way derived from a question of
the appropriate level and the
answer is deemed acceptable
in respect to how the
question is justified.

The question is entirely Convincingly justified in at An answer is provided Four

appropriate for the level (as
may be illustrated by use of
question prompts)
least two or more ways
derived from a question of
the appropriate level and the
answer is deemed very good
in respect to how the
question is justified.

/4 /4 /4 /12 TOTAL
APPLICATION LEVEL

ACCURACY JUSTIFICATION ANSWER COMMENTS POINTS

No attempt to pose question
about the text.
A question concerning the
text is created but it Is not a
question from the
appropriate level (as may be
illustrated by the question
prompts)
The question Is not solely
from the corresponding level.
It may be one two or more
questions with only one from
the appropriate level (as may
be illustrated by the question
prompts)
The question is entirely
appropriate for the level (as
may be illustrated by use of
question prompts)
/4
No justification
An attempt at justification Is
evident.
Convincingly, justified in at
least one way
Convincingly justified in at
least two or more ways
/4
No attempt at answering Zero
question
An answer is provided but it Two
is not derived from a
question of the
corresponding level.
An answer is provided, Three
derived from a question of
the appropriate level and the
answer is deemed acceptable
in respect to how the
question is justified.
An answer is provided Four
derived from a question of
the appropriate level and the
answer is deemed very good
in respect to how the
question is justified.
/4 /12 TOTAL

ANALYSIS LEVEL

ACCURACY JUSTIFICATION ANSWER COMMENTS POINTS

No attempt to pose question
about the text.
A question concerning the
text is created but it Is not a
question from the
appropriate level (as may be
illustrated by the question
prompts)
The question Is not solely
from the corresponding level.
It may be one two or more
questions with only one from
the appropriate level (as may
be illustrated by the question
prompts)
The question is entirely
appropriate for the level (as
may be illustrated by use of
question prompts)
/4
No justification
An attempt at justification Is
evident.
Convincingly, justified in at
least one way
Convincingly justified in at
least two or more ways
/4
No attempt at answering Zero
question
An answer is provided but it Two
is not derived from a
question of the
corresponding level.
An answer is provided, Three
derived from a question of
the appropriate level and the
answer is deemed acceptable
in respect to how the
question is justified.
An answer is provided Four
derived from a question of
the appropriate level and the
answer is deemed very good
in respect to how the
question is justified.
/4 /12 TOTAL
SYNTHESIS LEVEL

ACCURACY JUSTIFICATION ANSWER COMMENTS POINTS

No attempt to pose question
about the text.
A question concerning the
text is created but it Is not a
question from the
appropriate level (as may be
illustrated by the question
prompts)
The question Is not solely
from the corresponding level.
It may be one two or more
questions with only one from
the appropriate level (as may
be illustrated by the question
prompts)
The question is entirely
appropriate for the level (as
may be illustrated by use of
question prompts)
/4
No justification
An attempt at justification Is
evident.
Convincingly, justified in at
least one way
Convincingly justified in at
least two or more ways
/4
No attempt at answering Zero
question
An answer is provided but it Two
is not derived from a
question of the
corresponding level.
An answer is provided, Three
derived from a question of
the appropriate level and the
answer is deemed acceptable
in respect to how the
question is justified.
An answer is provided Four
derived from a question of
the appropriate level and the
answer is deemed very good
in respect to how the
question is justified.
/4 /12 TOTAL

EVALUATION LEVEL

ACCURACY JUSTIFICATION ANSWER COMMENTS POINTS

No attempt to pose question
about the text.
A question concerning the
text is created but it Is not a
question from the
appropriate level (as may be
illustrated by the question
prompts)
The question Is not solely
from the corresponding level.
It may be one two or more
questions with only one from
the appropriate level (as may
be illustrated by the question
prompts)
The question is entirely
appropriate for the level (as
may be illustrated by use of
question prompts)
/4
No justification
An attempt at justification Is
evident.
Convincingly, justified in at
least one way
Convincingly justified in at
least two or more ways
/4
No attempt at answering Zero
question
An answer is provided but it Two
is not derived from a
question of the
corresponding level.
An answer is provided, Three
derived from a question of
the appropriate level and the
answer is deemed acceptable
in respect to how the
question is justified.
An answer is provided Four
derived from a question of
the appropriate level and the
answer is deemed very good
in respect to how the
question is justified.
/4 /12 TOTAL
 Final Group Efforts at Developing Questioning Skills Utilizing Bloom's Taxonomy

YOUR NAME:________________________________

Name of Text:_________________________ Names of all students in group:____________

____________________________________________________________________________

In respect to answering all questions please remember that “points”, or supporting details, could
include: comparisons, contrasts, statistics, facts, quotations, vivid descriptions, reasons, explanations,
graphs, etc….

1. Our best question from the "Knowledge" level of Bloom's Taxonomy (remember, your group may use
the question prompts provided in your handout):


Explain, in at least two ways, why this is a good question (i.e. how does it help one understand the text
in respect to theme, topics, motifs, symbols….?):


Answer this question (using at least two points).



2. Our best question from the "Comprehension" level of Bloom's Taxonomy (remember, your group
may use the question prompts provided in your handout).


Explain, in at least two ways, why this is a good question (i.e. how does it help one understand the text
in respect to theme, topics, motifs, symbols….?):


Answer this question (using at least four points).




3. Our best question from the "Application" level of Bloom's Taxonomy (remember, your group may
use the question prompts provided in your handout).


Explain, in at least three ways, why this is a good question (i.e. how does it help one understand the text
in respect to theme, topics, motifs, symbols….?):


Answer this question (using at least six points).



4. Our best question from the "Analysis" level of Bloom's Taxonomy (remember, your group may use
the question prompts provided on your handout).


Explain, in at least three ways, why this is a good question (i.e. how does it help one understand the text
in respect to theme, topics, motifs, symbols….?):


Answer this question (using at least eight points).




 

5. Our best question from the "Evaluation" level of Bloom's Taxonomy (remember, your group may use
the question prompts provided on your handout).


Explain, in at least three ways, why this is a good question (i.e. how does it help one understand the text
in respect to theme, topics, motifs, symbols….?):


Answer this question (using at least ten points).




6. Our best question from the "Synthesis" level of Bloom's Taxonomy (remember, your group may use
the question prompts provided in your handout).


Explain, in at least three ways, why this is a good question (i.e. how does it help one understand the text
in respect to theme, topics, motifs, symbols….?):


Answer this question (using at least twelve points).




 Example of Effective Questioning Skills Utilizing Text

This document illustrates effective/good questions and ineffective/poor question derived from each
level of Bloom’s Taxonomy. All the questions are from The New Yorker article, “The Teen-agers Suing
Over Climate Change” that can be found here: http://www.newyorker.com/tech/elements/the-teen-
agers-suing-over-climate-change

The entire article is also copied at the end of this document.

KNOWLEDGE LEVEL

1. In what year was Julia Olson introduced to Alec Loorz? (This is a good question, because it
illustrates the year in which some young people became politically active with issues pertaining
to global warming. )
2. What documentary inspired Loorz? (This is a good question because there may be a political bias
in the documentary as it was associated with Al Gore.)
3. What was the season in which Olson was introduced to Loorz? (This is a poor question as there
is no significant reason why this information is necessary.)

COMPREHENSION LEVEL

1. Discuss the significance of “the public trust doctrine” in respect to global warming. (This is a
good question because, amongst other reasons, it leads to more questions. Such as, “When has
the public trust doctrine been successfully utilized?”)
2. What was the impetus for the creation of “the public trust doctrine”? (This is a good question
because it alludes to the specific purpose it was designed for so as to protect people’s interest
from unscrupulous parties.)
3. Locate the exact place in Rome where this doctrine originated. (This is a poor question because
there is no significant reason why this information is necessary.)

APPLICATION LEVEL

1. Interpret the information in the article that suggests that there has been awareness of issues
pertaining to global warming for a significant time. (This is a good question because it leads to
more questions; such as, “Why hasn’t there been significant public protest to global warming
previous to Al Gore’s documentary?”)
2. Apply the governments role of acting responsibly to global warming issues in your country. (This
is a good question because it helps one understand the issue and why some nations are more
responsible to addressing the issue.)
3. Solve the issue of rising ocean levels, due to global warming, in modern port cities. (This is a
poor question because it doesn’t address the main problem and it looks only at solutions
important to first world countries.)
ANALYSIS LEVEL

1. Compare and contrast the impact of global warming, in respect to flooding, in an area of your
country to that which is evident, in the summer of 2015, in southern Louisiana of the United
States. (This is a good question because it is specific and alludes to how some areas are more
impacted than others.)
2. What was important about the fact that Jayden is more concerned about her legal case, as it
relates to global warming in the United States, more so than the repairs on here house that was
damaged by flooding. (This is a good question because it helps one understand the text and the
importance younger people are placing on addressing issues of global warming.)
3. How many percent has the likelihood of deluges in southern Louisiana increased in the last
century? (This is a good question but it is not an analysis question.)

SYNTHESIS LEVEL

1. Design an approach that young people, in an area of your country, could utilize, similar to Our
Children’s Trust, that could lead to more comprehensive action on climate change on a national
and global level. (This is a good question as it alludes to many questions that would need to be
addressed to lead to and create significant change on a national and then global level.
Answering such questions would certainly help us understand the text.)
2. Compile a collection of meaningful and significant actions lead by young people, across the
globe, to address issues of global warming. (This is a good question because it allows other
young people to see the scope of the problem and the effects of organized and concerted
efforts.)
3. Suppose that global warming was a product of fake news. (This is a poor question because it is
not supportable as there are many credible new sources that offer proof of global warming.)

EVALUATION LEVEL

1. Evaluate the possibility of successful legal action, spurned by young people, in the United States,
during the time of Donald Trump’s tenure as president. (This is a good question because it is
specific and it helps us understand the problem in context to certain political ideologies.)
2. Decide if such a legal approach, as illustrated by the efforts of Alec Loorz, is the best means in
which young people can impact policy makers to make changes in respect to global warming.
(This question is a good question as it forces one to research the impact that other young people
may be having on the issues by simply bringing attention and publicity to the issue in a more
public manner. For example, could educating and informing the electorate about the
importance of global warming, during elections, be more impactful than going through the
courts?)
3. Conclude whether or not global warming is caused by man or caused by other things? (This is a
poor question because it is not specific: what are “things”? It is also a poor question because it
can not be conclusively proven what factors, and to what extent, cause global warming.)
The Teen-agers Suing Over Climate Change

In the spring of 2010, Julia Olson, an environmental attorney based in Oregon, was introduced to Alec
Loorz, a teen-ager from Ventura, California, and the founder of an advocacy group called Kids vs. Global
Warming. At the time, Olson, who ran the nonprofit Our Children’s Trust, was preparing to sue the
federal government over its insufficient action on climate change, and she hoped to coördinate youth
demonstrations and other events with the filing of the lawsuit. Loorz, then fifteen years old, had been
inspired by “An Inconvenient Truth,” Al Gore’s documentary from 2006, and had graduated from a
climate-leadership program founded by Gore. He told Olson that he was game to help, but he had
another role in mind: he wanted to be a plaintiff in the case. After Olson made sure that Loorz and his
family knew what they were getting into, she agreed to represent him and two other teen-age climate
activists.

That lawsuit, filed in May of 2011, was eventually dismissed, but it was the beginning of a legal
campaign that has gained new attention—and, potentially, new significance—since the Presidential
election. Young plaintiffs represented by Olson and her colleagues have pursued legal actions against
government agencies in all fifty states, and twenty-one young people, aged nine to twenty, are part of a
new suit against the federal government. Just last month, in Eugene, Oregon, U.S. District Court Judge
Ann Aiken ruled, over the objections of government and energy-industry lawyers, that the suit could
proceed. “This action is of a different order than the typical environmental case,” Aiken wrote. “It
alleges that defendants’ actions and inactions—whether or not they violate any specific statutory duty—
have so profoundly damaged our home planet that they threaten plaintiffs’ fundamental constitutional
rights to life and liberty.” The trial may begin as early as the summer of 2017.

Like the earlier federal suit, the new case alleges that the U.S. government has violated the public-trust
doctrine—the principle, dating back to Roman law, that some resources cannot be appropriated by
private interests and are instead held in trust by the government for public use. The doctrine has been
part of federal case law since 1892, when the Supreme Court ruled that the state of Illinois could not
grant a chunk of Lake Michigan shoreline to a railroad company. In more recent years, the doctrine has
been used to prevent private landowners from blocking access to Oregon’s beaches, and to stop the city
of Los Angeles from exhausting the supply of water in California’s Mono Lake. Mary Wood, a professor
at the University of Oregon School of Law, has argued that the public-trust doctrine should also apply to
the atmosphere; Olson and her clients are now testing that argument in court.

The current case claims that the government has done both too little to solve the problem of climate
change and too much to worsen it—even while knowing of the risks it poses to citizens. There is little
dispute that at least some parts of the government have been aware of the causes and costs of climate
change for a very long time. In the mid-nineteen-fifties, scientists funded by the Office of Naval Research
warned that carbon-dioxide emissions could increase global temperatures. In 1972, the Atomic Energy
Commission stated that rising CO2 concentrations in the atmosphere could “melt polar ice caps,” and
that the resulting water could “inundate the coastal regions.” In 2003, a report by the Congressional
Budget Office said that the burden of climate change “will be borne throughout the world by
generations of people who are not even born.” The suit argues that the government, by subsidizing
fossil-fuel production, has violated both its public-trust responsibility and the plaintiffs’ constitutional
rights to life, liberty, and property.

Like Loorz, Olson was moved to action by “An Inconvenient Truth,” which she saw when she was eight
months pregnant with her first child. “I knew the facts, but seeing the visuals, seeing the whole story in
front of me, was a different experience,” she told me. Some of her clients have had far more immediate
experiences with the symptoms of climate change. Last August, Jayden Foytlin, a thirteen-year-old girl
from southern Louisiana, became trapped in her flooded house during a severe rainstorm. (A later
analysis found that the likelihood of such deluges in the region has increased at least forty per cent in
the past century.) When I spoke with the Foytlins, just before Thanksgiving, they were still repairing the
damage from the disaster; Jayden and her two brothers were using the living room as a makeshift
bedroom. The flooding danger, their mother, Cherri, told me, has not eased. “If it rains real hard, we’ll
be right back in the same situation,” she said. Jayden, however, is more concerned about the outcome
of her case. “Sometimes I get scared that it’s not going to happen, that it’s going to get shut down, and
that no one will take action on climate change,” she said.

Our Children’s Trust and its precocious clients have already had some success at the state level. Last
April, in response to a suit filed by eight young people, a judge in Washington State ordered the
Department of Ecology to implement a new emissions-reduction rule before the end of 2016. (Though
the state issued a clean-air rule in September, the plaintiffs argue that it is too weak to satisfy the
requirements of the order, and returned to court last week for another hearing.) Three other state-level
actions are ongoing, and more are planned for next year. Olson, whose previous legal work includes
suing the U.S. Department of Energy over its permitting of power plants, hopes that the cases will lead
to more comprehensive action on climate change—a strategy that, in some ways, echoes past litigation
campaigns against the tobacco and asbestos industries. Both the state and federal cases are also part of
a loosely coördinated international movement: in the Netherlands, Pakistan, the Philippines, New
Zealand, and elsewhere, citizens are using similar arguments to force their governments to regulate
emissions.

In the United States, at least, the cases face an uphill battle, not only because they rely on novel legal
arguments but also because the incoming Administration seems singularly uninterested in addressing
climate change. Donald Trump has already indicated his intention to back away from the country’s
commitments under the Paris Agreement, and he opposes President Obama’s Clean Power Plan, whose
fate awaits a court decision. Trump has also pledged to end the current moratorium on coal leasing on
federal lands, and the head of his Environmental Protection Agency transition team, Myron Ebell, has
long argued against the need to reduce greenhouse-gas emissions. But it is possible that the climate-
change complacency of the famously litigious President-elect will face legal opposition from a group of
extremely well-informed teen-agers.

After the dismissal of the initial federal case, Alec Loorz stepped back from climate activism. “I went
through a long phase of being overwhelmed and disheartened by the scale of the problem,” he told me
recently. Now, at twenty-two, he has returned to the fray with renewed dedication, and is working with
the group he founded, since renamed iMatter, to organize youth climate activists. “I was surprised that
our case got as far as it did, and it’s exciting that this one is moving forward,” he said. “But it’s a little bit
depressing that we need to take an action like this in order for anyone to take us seriously. Even though
the science is so clear, even though it’s clear to so many people that we’re in a dangerous position, a lot
of people in power just don’t want to act.”
SOURCES:

Abbey, G., Hiller, S., Shea, N. (2016). Disciplinary Literacy and Inquiry: Teaching for Deeper Content
Learning. Journal of Adolescent & Adult Literacy, 60(2), 151-161

Agamba, J., Keengwe, J., Onchwari, G. (2013). Promoting effective e-learning practices through
constructivist pedagogy. Educ Inf Technol. 19:887-898

Behrenbrusch, M. (2012) Dancing in the Light: Essential Elements for an Inquiry Classroom.
Transgressions, Cultural Studies and Education. Volume 83

Flint, E. (2016). Engaging Social Constructivist Teaching in the Diverse Learning Environment;
Perspective from a First Year Faculty. Higher Education for the Future. 3(1) 38-45

Fosnot, C. T. (2013). Constructivism: Theory, perspectives, and practice [Kindle DX version] Retrieved
from Amazon.ca

Matthews, W. (2003) Constructivism in the Classroom: Epistemology, History and Empirical Evidence,
Teacher Education Quarterly, 30 (3), 51- 64

Pritchard, D. (2014). What is this thing called knowledge? Third Edition; Routledge.

So, W. WM. (2002). Constructivist teaching in primary science. Asia-Pacific Forum on Science Learning
and Teaching, 3(1), Article 1. http://www.ied.edu.hk/apfslt/v3_issue1/sowm/index.htm#contents

Taber, K. (2011). Inquiry teaching, constructivist instruction and effective pedagogy. Teacher
Development. 15 (2), 257-264