Questions can thus be understood
A question is an utterance which typically functions as a request for information, which is expected to be provided in the form of an answer. Questions can thus be understood as a kind of illocutionary act in the field of pragmatics or as special kinds of propositions in frameworks of formal semantics such as alternative semantics or inquisitive semantics. Questions are often conflated with interrogatives, which are the grammatical forms typically used to achieve them. Rhetorical questions, for example, are interrogative in form but may not be considered true questions as they are not expected to be answered. Conversely, non-interrogative grammatical structures may be considered questions as in the case of the imperative sentence “tell me your name”.
Here is a list of the top most popular and interactive Q&A site :
- Stack Overflow.
- Blurt it.
- Yahoo! Answers.
- LinkedIn Answers.
- Indian Solution
Question is used from the most elementary stage of learning to original research. In the scientific method, a question often forms the basis of the investigation and can be considered a transition between the observation and hypothesis stages. Students of all ages use questions in their learning of topics, and the skill of having learners creating “investigatable” questions is a central part of inquiry education. The Socratic method of questioning student responses may be used by a teacher to lead the student towards the truth without direct instruction, and also helps students to form logical conclusions.
The widespread and accepted use of questions in an educational context is the assessment of students’ knowledge through exams.
Some types of questions that may be used in an educational context are listed in Bloom’s Taxonomy of educational objectives. These include questions designed to test and promote:
Knowledge: Who, what, when, where, why, how . . . ? Describe . . . ?
Comprehension: Retell . . .
Application: How is . . . an example of . . . ?; How is . . . related to . . . ?; Why is . . . significant?
Analysis: What are the parts or features of . . . ? Classify . . . according to . . . ;
Synthesis: What would you infer from. ..? What ideas can you add to. ..? How would you design a new . . ? What would happen if you combined . . . ? What solutions would you suggest for . . . ?
Evaluation: Do you agree that . . . ? What do you think about . . . ? What is the most important . . . ? Place the following in order of priority . . . ? How would you decide about . . . ? What criteria would you use to assess . . . ?
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