Structural mental approach to learning questions design
Daria A. Barkhatova, Н. И. Пак · Informatics and Education · 2025
In the context of the global information boom, the question-and-answer form of teaching is the most preferable and effective for the digital generation, as it is oriented to maximize the activation of learners’ thought processes. Despite the fact that question-answer teaching is not new in pedagogy, practice shows the low readiness of teachers to design learning questions. The article is devoted to clarifying and describing the approach to constructing learning questions. In practice, this approach would allow the teacher to competently formulate learning questions to achieve better educational results, and students not only to search for answers to them, but also to learn how to compose questions themselves. The main idea of the approach to constructing learning questions is information modeling of objects and concepts of the subject area. The methodology of designing learning questions supposes the decomposition of the information model of educational material in accordance with its structure, presentation features, and educational effect. Educational material is usually classified by educational functions: theory, practice, control. Accordingly, three algorithms for composing questions are identified: on theoretical material, on practical material, and questions on understanding, which are control and measuring tools. The proposed approach to constructing learning questions for various types of educational material may be of interest to teachers, students of pedagogical universities, as well as students of psychological and pedagogical classes. The approach will also be useful for developers of electronic educational resources. Further research in this direction is planned to be expanded to the creation of a theory of learning questions from the perspective of the digital transformation of education.