Дечја питања у настави као израз индивидуалних различитости

Abstract

Man has long been searching for diverse responses concerning nature and the surrounding world and in that sense »the question« was a very starting point for exploring environments, thinking, cognition, and asking for new information about natural and social setting. A child’s question in general and a child’s question in teaching process do not differ in their linguistic, psychological and gnoseologic structure from other types of questions. Even though children’s questions asked during teaching have been rather rarely the subject matter of investigations, yet they have called the attention of researchers critical of school and of negative results of its institutionalization. The paper considers the following issues: how much children’s questions posed during teaching show individual differences among peers; are questions a significant indicator of individual differences; what is it that induces children’s questions during teaching? The discussion about significant indicators of individual differences among children involves number, frequency and types of children’s questions in teaching process. The author presents the results of investigations on factors influencing the diversity of children’s questions: teacher’s behavior, his/her way of communication in particular; teaching methods; the character of a school subject and the like. The diversity of children’s questions, as an indicator of individual differences, can be achieved by establishing clear interaction between well-defined educational objectives and active teaching methods.