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In a time of rapid technological advances, when there is need for frequent adaptation of skills, it is generally agreed that teachers must do more than just teach students a certain body of facts. They are responsible for teaching students processes of thinking and learning so that they have the ability to discover something new through consideration and reorganization of the known. One indication of how well a teacher does this is the kinds of questions he asks. From these one can judge how active a part the students are encouraged to take in the learning process.
Rosemary Schmalz (Thu,) studied this question.