The formulation of questions as a didactic strategy to motivate reflection in the classroom

Abstract

The diverse strategies that teachers implement in the classroom have as fundamental purpose the meaningful learning of their students. One of them is the formulation of questions, a pedagogical strategy that allows not only the learning of contents, but also the reflection in the classroom. This reflection arises from the first years of teacher training. In this context, this article presents an empirical study in which 40 preservice teachers from a University of the Biobío Region, Chile, participated. The general objective was to analyze the importance of the question as a didactic and reflection strategy for teachers in language training, through a questionnaire of open and closed questions. The methodology used considered both a qualitative and quantitative analysis, with a descriptive approach. The results show that the questions empower teachers in training the skills of arguing and explaining, essential skills in teaching practices. In turn, the question manifests itself as a strategy based on a bidirectional relationship, directly associated with systematic reflection and the acquisition of new meaningful learning for academic training. The use of this strategy in the classroom strengthens a critical attitude and encourages self-learning of students, fundamental aspects for the establishment of permanent knowledge over time.