Classroom Applications of Question Formulation to Support Problem-Solving in Computer Science

Volume 16, Issue 2 (November 2025), pp. 10–15

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@article{jocse-16-2-3,
  author={James Quinlan and Michael Todd Edwards},
  title={Classroom Applications of Question Formulation to Support Problem-Solving in Computer Science},
  journal={The Journal of Computational Science Education},
  year=2025,
  month=nov,
  volume=16,
  issue=2,
  pages={10--15},
  doi={https://doi.org/10.22369/issn.2153-4136/16/2/3}
}

Questions are an integral part of the teaching and learning process. As students ask questions, they explore complex ideas, challenge assumptions, and confront contradictions. Too often, however, students do not know what questions to ask. They are hesitant to reveal their misunderstandings in front of their classmates. Other students don't participate because they are not invested in the course content. This paper presents the Question Formulation Technique (QFT), a teaching method designed to provide computer science students with targeted instruction on question-posing. As students learn to ask better questions, they become more confident in their abilities as learners. In this experience report, we provide a frame-work and implementation process, highlighting key steps and potential outcomes. Drawing on instructor observations, we report improvements in student engagement and critical thinking, while also discussing the limitations of anecdotal evidence and outlining directions for future research. Through in-class examples, we discuss the method's strengths and limitations while offering sample prompts that can be adapted for classroom use.