The phenomenon of questioning as perceived by visual arts students: A case study

The process of questioning and its relationship to researching, problem solving and experimentation are central to visual arts education policy in Queensland, Australia. The aim of the study was to consider diverse forms of questioning within the context of quality education. This study focuses on the notion that questioning is a cyclic process as opposed to a singular action. The issues related to questioning that are discussed by this study were primarily generated by the students during the course of the practicum. How questioning is perceived by the student is therefore of specific interest to this study.

Using as a framework the concept that questioning is an all encompassing concept which may be investigative rather than outcome based, a qualitative rather than quantitative approach has been used to achieve the objectives of the study. The research presented here is a critical interpretation based upon case study information with a participant- researcher focus. The case study focuses on secondary school students who have some connection with Asian cultures, and are being educated within the context of the Australian classroom. Significantly the constant review of Australia's position and identity within the Asia -Pacific region has major social and cultural implications for teachers and students in Australian classrooms as reflection upon others and self is considered to be both educationally enriching and necessary. This study proposes that some of the issues related to questioning for Taiwanese and other Asian students may reveal useful information that in various forms becomes relevant to all students. The subsequent outcomes may, over a period of time, contribute to reviewed pedagogy and a renewed interest in the phenomenology of questioning.