Questioning and cognitive skills : studying their efficiency and complexity

Abstract EN

This research article aims at studying questions as a discourse that has distinctive structural and formal linguistic features, and an educational tool that helps developing the skill of reflection and critical thinking among students.

To investigate this topic, we adopted a comparative analytical methodology.

We also relied on the Bloom's taxonomy to identify the complexity of the educational situations and whether the updated textbook is able to strengthen the students' thinking skills.

We concluded that the proposed educational and evaluation situations range from the first level, which is preservation, to the third level (application), and in very rare cases, the fourth level (analysis).

We also concluded that the interrogation is not very effective and we referred to some proposals for its improvement.