What is the practical way of "Socratic formula question answering method" that acquires a logical way of thinking by repeating questions?

ByBob Cotter

By repeating the questions without telling the other party about a theme, stimulating the opponent's curiosity, and gradually progressing the understanding about the theme "Socratic formula question answering methodThere is a method called "How to learn advanced thought skills in a way to learn with complex thoughts with your own thoughts and insights. An experiment to demonstrate that children can understand difficult themes by using this Socratic method of Question Answering was done.

The Socratic Method
http://www.garlikov.com/Soc_Meth.html

America / AlabamaUniversity of TroyTeach ethics and philosophy atRichard GarlikovHe conducted an experiment using the Socratic method of Question Answering Method in the third grade class of a suburban elementary school. The children were fidgeting for the rest two weeks until summer vacation, and it was a difficult time to focus on complex and theoretical learning. This experiment was conducted in order for school teachers to learn about how to proceed classes using the Socratic-type question answering method and how to concentrate children on classes, and the thematic theme of the class is for studentsBinary systemAlthough it was to teach about the calculation of the question form, it was the main subject to have the teacher know the usefulness of the Socratic style question answering method. Although only 2 or 3 children understood from the beginning about the contents of the lesson, children participated in the class while having fun and 19 of 22 people understood all the contents of the lesson.

The lesson was proceeded by alternately repeating the questions from Mr. Garlikov and the answers from the students, and 76 questions and answers were made in 25 minutes.

♦ 01: How many (with 10 fingers) are there?
Ten

◆ 02: What happens if you write "10" on the blackboard and express it?
One of the students entered "10" on the blackboard

◆ 03: How do I express "10" in other ways?
Another student fills 10 lines

◆ 04: How can I indicate "10" to others?
Another student wrote five lines at a time

◆ 05: How can I indicate "10" to others?
Another student fills in "2 × 5"

◆ 06: There are many ways of expressing "10", but is there a way of writing meaning "10" itself?
TEN

◆ 07: What else?
X (Roman numeral 10)

◆ 08: (pointing to the word "TEN") What is this?
The word "TEN"

◆ 09: What is written about this word?
character

◆ 10: How many letters are there in the alphabet?
26 letters

♦ 11: How many words can you make using the alphabet?
An infinite number

◆ 12: (pointing at the number "10") What are these figures expressed using?
numeral

◆ 13: How many numbers are there?
9 or 10

◆ 14: 9 or 10, which one?
10 pieces

◆ 15: What if I count the number from zero?
0, 1, 2, 3, 4, 5, 6, 7, 8, 9

◆ 16: How many numbers can be made with numerals?
Infinity, myriads, lots

♦ 17: Why is the number of 10's? Is it because there are ten fingers?
Might be so

♦ 18: What if the alien had only two fingers? How many numbers are there?
2 pieces

◆ 19: How many numbers can be expressed using two numbers?
Not much.
There is a problem that some students represent numbers.

◆ 20: What's wrong?
I can not use "7" with 7 fingers

◆ 21: How do you express "55"?
Raise five fingers, lower it once, list it again

◆ 22: That way of doing may represent "10", is not it?
Students say "Well ... ..." silently

♦ 23: Let's see what we can do with only two fingers. There are numbers from 0 to 9, but if there are only two numbers, which number?
0 and 1

◆ 24: What if I try to figure out numbers using these numbers?
0, 1 (After classifying only 2, the classroom gets quieted)

◆ 25: Is that all? If the number of nouns is 9, how do you represent a number greater than or equal to 9?
Students enter "10"

◆ 26: Why is it represented like this?
Because this is the way of writing "10"

◆ 27: What if I want to use the same number twice when I use a number once?
Write 1 to another digit

◆ 28: What do you call a digit containing "1" when you write "1 0"?
10 digits

◆ 29: Why do you call like that?
do not know

◆ What does it mean when "1" is written in digits of 30: 10 and "0" is written in digits of 1?
10 is one

◆ 31: Why does this mean 10? Why are ten digits "ten digits"?
I do not know, but such things

◆ 32: If there are 9 numerals, what is the number that will require a new digit?
Ten

♦ 33: Is it because of that reason to call "10 digits"? What are the numbers that will require the next new digits?
100

♦ 34: What is the digit called?
100 digits

♦ 35: How to write "20" after "19"?
Change 9 to 0 and 1 to 2

◆ 36: That means 20 is one, is not it? Because there are two 10?
20

♦ 37: What number would you need the fourth digit?
1000

♦ 38: What is the digit called?
1000 digits

♦ 39: Then it returns to the math of two fingers. What would you do if you wanted to represent "2" next to "0" and "1"?
Make a new digit

♦ 40: What should I call this digit?
2 digits?

◆ 41: That's right! Because the number that requires a new digit is "○ ○". What is the number entering "○ ○"?
2

♦ What is the number to put in the 42: 2 digit?
1

♦ How many are 43: 1?
I do not have it

♦ 44: Then "2" is expressed as "10", is not it?
Yes, look the same as "10 (TEN)"

◆ 45: No, it is only you guys that look like that, for a two-finger alien this is "2". If there were only 2 fingers, how long will it take to learn a number with several digits?
It takes a while

◆ 46: Have you learned to read "Jun" instead of "Ichi, Zero" when written as "1 0"?
learned

◆ 47: Then, let's teach it here differently. How do you read "1, 0"?
2

◆ 48: It is a bit difficult, is not it?
Yes

◆ 49: Let's get used as an alien's child learns for the first time. What is the number following 2?
3

◆ 50: How do you represent "3"?
One digit of one, one digit of one

♦ 51: That means 0, 3, 3, 0, 1, 10, 11 etc. How do you represent "4"?
Make a new digit

♦ 52: What shall we call that digit?
4 digits

♦ 53: How do I express "4"?
100

♦ 54: How to represent "5" next?
101

♦ 55: So how do you express "6"? What will you put in 1 digit?
1

♦ 56: How do I express "6"?
110

◆ 57: Why does "110" become "6"? What are these figures made of?
One digit of 4, one digit of 2

♦ 58: What do you mean by "one digit of 4, one digit of two"?
6

♦ 59: How to represent "7" next?
111

◆ 60: I've run out figures again. How to represent "8" to "10"?
Increase new digits. 8 is "1000", 9 is "1001", 10 is "1010".

♦ 61: Then, how many numbers can be represented with 1 and 0?
Can be infinite

◆ 62: Let's see another number here. Can you easily multiply using Roman numerals? For example "MCXVII multiply LXXV"?
I can not do it easily

◆ 63: Let's see the case of two-finger alien. Let's try "2 multiplication 3" with the usual calculation method.
10 * 11 = 110

◆ What does 64: 110 stand for?
6

◆ 65: 2 What do you calculate 3 as usual?
6

◆ 66: Algebra's math and our arithmetic seem to be the same?
It seems the same

◆ 67: Rather than the same, since the numbers I am using are only 0 and 1, is the calculation easier?
Easy!

♦ 68: I understood how to calculate, but until you get used to it it is difficult to quickly read a long number like '10011001011'?
Yes

♦ 69: Then, who is using this counting method?
Not used by anyone, used by aliens

◆ 70: Think about things around you. When are you using this counting method?
I do not use it

◆ 71: No, I am using it. Do you have any idea?
can not think of

◆ 72: (pointing at the light switch) What is this?
switch

♦ 73: (How many times do you switch on / off repeatedly) How do I move the switch?
2

◆ 74: What do you call these positions?
On and off, top and bottom

◆ 75: What if you were to assign a number?
1 and 2
(Some students) Ah! It's 0 and 1!
(Everyone noticed) That's right! It's 0 and 1!

◆ 76: That's right. This concludes the experiment.

After the last question, Mr. Garlikov notes that computers and calculators are running in a binary fashion, and that there are "Five-way", "Decades-long", etc., which are decreasing or increasing the numerals in addition to the binary notation I revealed that I proceeded with classes using the "Socratic Expressive Questionnaire" and said, "I may think that I taught you that you do not know today, but I just asked a question I did not tell you anything because you knew everything before class and I hope you will continue your studies in the future "and finished the lesson. According to Mr. Garlikov, all of the classes have participated in the class as a whole without children getting tired or losing concentration. After that, the children kept talking with teachers enthusiastically until the school time.

Garlikov said, "Classes using the Socratic Questionnaire Method are time-consuming to prepare and can not be applied to any subject, but if you can successfully use it, the pleasure of students exploring complex ideas themselves It is a way that both students and teachers can concentrate and learn that they can earn and have fun and teachers can transform students who tend to be passive into a creative and rich attitude. " And the usefulness of the Socratic formula question answering method.

An example of actually applying the Socratic-style question answering method is as follows, "Where did the idea come from?" "Why did you come to believe that?" "What is an alternative means?" It is becoming a question that can be used also for dialogue between two or more, and for yourself to ask yourself.

Design of effective project: Question Socratic formula question answering method