1. School: institution where children learn the answers without asking questions? Jana M. Havigerová, Kateřina Juklová University of Hradec Králové Czech Republic

2. Introduction natural part of cognitive process the trigger of thinking type of question and type of thinking asking questions as a tool of intentional cognitive development

3. The power of asking question Information behaviour – developed by the need of getting information (Wilson, 1981) – important part of information literacy in contemporary information society – questioning skill as a predictor of information behaviour

4. Research objectives Analyze questions asked in natural Czech school conditions

5. Research procedure Czech National Corpus Schola 2010 transcript of spoken language from basic and secondary school lessons 204 lessons in 115 different classes 47 teachers and 2347 pupils 20 489 identified questions

6. Notes

7. Results

8. Number of question asked during one lesson Statistics The number of questions during one lesson TeacherClassOne pupil Total N204 Mean80,8919,361,11100,25 Median74,5015,001,0094,00 St.deviation43,19516,3441,4545,469

9. Who asks more questions? Statistics The number of questioners BoysGirlsBoysGirls N204 Quartile 252,001,00 Mean4,072,84Quartile 504,002,00 Median4,002,00Quartile 755,754,00 St.deviation2,922,35

10. Conclusions Asking questions in Czech schools – teacher ask scarse amount of questions – most asked questions are low-level questions activating memory, not thinking – teachers do not encourage pupils to ask questions – pupils questions are often discouraged (predominately negative content and emotional response)

11. Notes

12. Thank you for your questions Kateřina Juklová Kateřina Juklová katerina.juklova@uhk.czkaterina.juklova@uhk.cz Jana M. Havigerová Jana M. Havigerová jana.havigerova@uhk.czjana.havigerova@uhk.cz Faculty of Education University of Hradec Kralove Czech republic