Effects of training in strategic questioning on children's problem-solving performance.

Abstract

Forty-six 5th graders in 3 conditions worked in pairs to solve computer-assisted problems. One group (guided questioning) used strategic questions to guide their cognitive and metacognitive activity during problem solving, with partners engaging in a questioning-answering dialogue. A 2nd group (unguided questioning) was simply instructed to ask and answer questions with their partners during problem solving. A 3rd group (control) received no training or instructions in questioning