Third and Fifth Graders’ Question-Asking Behavior: Evaluating an Intervention to Change Strategies Long-Term

This study investigated specific question-asking behaviors of 3rd and 5th graders. Its purposes were (1) to introduce a unique intervention to foster effective question-asking skills, and (2) to evaluate whether the ability to recognize effective questions precedes the ability to generate effective questions. An adapted version of the Twenty Question (TQ) task (Mosher & Hornsby, 1966) was used at a pre-test, immediate post-test, and one week later at a delayed follow-up test. A hands-on ‘cognitive modeling’ intervention occurred between pre-test and post-test. Results showed that the intervention was successful in fostering more effective question asking from both the 3rd and 5th graders at post- and follow-up tests. To measure children’s ability to recognize effective questions, participants completed an adapted version of Jirout’s (2011) discrimination task in which they labeled pre-formed questions as being either being helpful or not helpful. Results suggested that recognizing effective questions was an easier task than generating effective questions. This research has important implications for educators in developing curricula that promote curiosity