Pedagogical Questions Empower Exploration

AbstractLearners who persist through many different solutions are able to solve problems that they might otherwise not. Here, we ask whether a particular kind of prompt from a knowledgeable other, deemed “pedagogical questions”, encourage children to test out more solutions to a difficult problem-solving task as compared to prompts using direct instruction or questions posed by a naive others. Results suggest that pedagogical questioning encourages children to attempt more hypothesis-test interventions as compared to other kinds of prompts.

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