Educational values of questioning and self questioning

The ability to ask and answer questions plays a central role in the learning process.This paper presents results from one-semester research done on sample of 103 second-year students at University Goce Delcev - Stip, Faculty of education. The purpose of the research was to check the student,s ability for questioning and self-questioning and its influence on academic achievement. As an indicator of the ability for questioning and self-questioning we used the Bloom,s categories of the educational aims in the cognitive area, while as an indicator for academic achievement we used the results of written examination of the students. The analysis of the results showes that the students don,t know the educational values of questioning and self-questioning and they are rarely used as strategies for learning. They mainly ask questions which help them develop the ability of memorization and reproduction. They can hardly notice the key issues in the materials they learn. The implementation of questioning and self-questioning as strategies for learning and teaching during Sschool pedagogy lectures resultet in improvement of the ability for questioning and self-questioning, as well as improvement of the academic achievement