© 2014 Research Academy of Social Sciences http://www.rassweb.com 101 Studies in Social Sciences and Humanities Vol. 1, No. 3, 2014, 101-107 Students and Questioning: A Review of the Role Played By Students Generated Questions in the Teaching and Learning Process Maxwell Constantine Chando Musingafi 1 , Kwaedza Enety Muranda 2 Abstract Questioning techniques are a heavily used, and thus widely researched, teaching strategy. The questioning process is an essential part of instruction in that it allows teachers and tutors to monitor student competence and understanding as well as increase thought-provoking discussion.In this paper we argue that effective use of questioning arouses curiosity, stimulates interest, and motivates students to seek new information. Students engaged in the questioning process benefit from the clarification of concepts, emergence of key points, and enhancement of problem-solving skills. Using questioning, teachers assess students’ knowledge, determine needs for focused re-teaching, and encourage students to think at higher cognitive levels. Thus the purpose of this paper is to highlight the value of students' questions in the learning-teaching process; review the research on student-generated questions in the learning process; and suggest some strategies that teachers can use to foster a culture of inquisitiveness in their classrooms. Keywords: students, questioning, teaching, learning, students generated questions. 1. Introduction What is Teaching and Learning? Teaching is a multifaceted process encompassing a variety of activities which are all aimed at promoting learning in students and learners. For Marton and Booth (1997), learning is about how we perceive and understand the world, about making meaning. For Fry, Ketteridge and Marshall (2009) learning is not a single thing; it may involve mastering abstract principles, understanding proofs, remembering factual information, acquiring methods, techniques and approaches, recognition, reasoning, debating ideas, or developing behaviour appropriate to specific situations; it is about change. In short learning can simply be seen as change of behaviour resulting from experience (Shumbayaonda and Maringe, 2000). According to Petty (2004) teaching methods are measured on a continuum of two extremes as illustrated below: Instructor Control is shared between Facilitator Teacher is in control teacher and learner learner is in control The above continuum poses the question: who should have control over learning, the teacher or learner? Petty (2004) identifies three sets of teaching methods: teacher-centred methods, active methods and student- centred methods. These methods are represented on the above continuum by teacher as instructor; teacher and learner sharing control; and teacher as facilitator respectively. Teaching and learning can take any of these positions or any other variations on the continuum. Petty (2004) sees lecture, demonstration, questioning, notes and handouts as highly teacher-centred methods; supervised student practice, discussion, 1 Zimbabwe Open University: Department of Development Studies, Masvingo Regional Campus 2 Zimbabwe Open University; Department of Development Studies, Harare Regional Campus