Interrogative Method in Education Explained
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ScribdTranslationsInterrogative Method in Education Explained
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ScribdTranslationsThe interrogative method
The interrogative method consists of a process of verbal interactions,
led by the trainer, usually in a question-answer format. The objective is the
discovery by the graduate of the concepts or knowledge to be memorized.
Characteristics of the interrogative method
The interrogative method is based on the principle that one learns by
to learn, but one only learns well what one has understood. We continue in
field of authoritarian pedagogies, but the demand for effectiveness leads to
motivation of graduates. The question can be used in both
learning how to do as in concepts. It applies to the content of
an exhibition or demonstration. They take on a particular role in the method.
interrogative the competence in the formulation of questions, the processes of
inductive reasoning and also the way in which learning is organized by
discovery.
How to apply the interrogative method
A observação espontânea é substituída pela observação planificada e
reflected, guided by a series of questions. The questions
they are linked in a logical and rigorous order, with each question focusing on
a precise point.
The interrogation
Bases its tactic on the instant detection of the reality of the session, through
of questions asked by the trainer in order to promote the acquisition progress
of knowledge.
The argumentation
A actividade é conduzida pelo formador que determina os objectivos e os temas
of the argumentation. It provides a summary explanation of the content and offers the
means of information for the study of the theme or problem. The graduates
They will have to find arguments to discuss with the trainer.
The dialogue
In this modality, a single theme is generally focused on. The trainer introduces the
dialogue unfocusing or concealing the issue or content. Requests
to the group in formation that analyzes or gives opinions on the exposed theme. To
the trainer can formulate the guiding questions of the dialogue. But one can
allow a wrong path for the discussion. However, the trainer is
responsible for conducting the dialogue towards a valid proposition.
The debate
For your planning, the same process as the modality should be followed.
previous. But its application requires a basic education as a prerequisite
the topic or topics to be discussed and also the knowledge of the techniques of
argumentation from the participants. Before the debate starts, it is necessary to
appoint a coordinator and a secretary. Their functions are to guide the
questions and record the conclusions or the points that remain unclear. The
The trainer should not allow extreme or antagonistic situations. The objective
the focus of this technique is to develop analytical and critical skills or of
judgment of situations.
Type of questions in the interrogative method
The interrogative method requires the trainer to have great competence in
formulation of questions. We will analyze the different types of questions
to use
questions directed to memory - are those that imply recalling
of specific information;
directed questions to reasoning - they are questions that lead the
training to think and develop their information;
creative questions - require the trainee to come up with new and original solutions, the
based on previously provided data;
personal questions - this type of question raises in the trainee the
expression of opinions, feelings, and personal values. This
question classification is based on the Taxonomy of Objectives
Bloom's educational objectives. They are also hierarchically organized by levels of
complexity of cognitive operations;
open-ended questions - are those questions whose answers are
they achieve through a different elaboration of the individual for
individual. They may have one or several acceptable answers;
closed questions - are questions that only have a single
correct answer that can only be reached through mental processes
similar.
Critical analysis of the interrogative method
The interrogative method, as long as it is not used exhaustively,
presents as advantages: • constant feedback from the teaching process-
learning; • the control of the process by the trainer is very large; • the
reinforcement is positive (the trainee knows that they reach the correct answer), but it is
counterbalanced by the risk of the graduate exposing themselves to the group and to judgment
of the trainer; • memorization is facilitated by personal reflection; • develops
verbal communication and speaking abilities; • promotes participation
of graduates; • creates habits of analysis and criticism. It maintains a model
teacher-centered pedagogy, very structured and long-term control.
Its use requires a lot of preparation work by the trainer and
a high competence in the technique of questions and a lot of experience. The
the learning process is longer (>50%) even if the questions,
well applied, avoid the dispersion of the dialogue. The main difficulty results
from the analytical division of the themes that the trainer will convey and the forecast
season of difficulties and doubts raised during the process. That's why the
a trainer needs to have a lot of experience and work in a team to
certify the effectiveness of your guidance.