The quest quotient has always excited me more than the intelligence quotient....
Only the curious will learn and only the resolute overcome the obstacles to learning.   Eugene S. Wilson

Still Unsolved Problems (SUP) web sites: Trade Questions & Answers

The above links lead to online question databases that should be used to share the question or problem. Other branches of the CROP site server to share people, ideas, information and steps that will resolve the problem and reach the goal.

These question-based systems have 3 major categories of financial support: free (with and without advertising), pay the question asker and pay the answer finder. Fee based system have a significant subset called expert networks.

To question is the ability to imagine or see what is missing. How does one learn to see what is not there and then recognize that a problem exists in reaching a goal? Problem finding requires mixing observational sensitivity with creativity.  Problem finding needs partnership with problem sharing. This CROP branch of problem processing seeks and values the Still Unsolved Problem (SUP). It provides an Information Retention and Discovery Management system. Though these current designs have the accent backwards, placing more emphasis on the answers than questions, these sites can still be used to accent the role of questions in a class, team or organization. Online question databases are but one way to value and share questions. More personal wonderwebs or wonderwalls implemented in paper are equally effective, though by their nature highly localized.

A problem can be seen as a goal not met. Other CROP branches provide resources for shaping the problem and solving the problem once identified. On the Internet, the above digital QnA systems are sometimes referred to as knowledge markets a part of the larger design of knowledge ecosystems of which CROP is one model that can be applied to any knowledge organization. Questions sets by discipline or content area including science and sociology are also emerging.

Bibliography

• AQA63336 (2006). The End of the Question Mark. Profile Books Ltd.
• Barnet, Sylvan & Bedau, Hugo (2007). Current Issues and Enduring Questions: A Guide to Critical Thinking and Argument, with Readings. Bedford/St. Martin's.
• Chuska, Kenneth (2003). Improving Classroom Questions. Phi Delta Kappa Intl Inc; second edition.
• Crane, Elizabeth (July 14, 2006). The science storm: some say direct instruction works best, while others argue for the discovery learning method. Surprisingly, the two camps are very close. District Administration, 41(3), 46(4).
• McKenzie, Jamie (2005). Learning to Question to Wonder to Learn. FNO Press.
• McKenzie, Jamie (2000). Beyond Technology: Questioning, Research, and the Information Literate School. FNO Press.
• Michael J. Marquardt (2005). Leading with Questions: How Leaders Find the Right Solutions By Knowing What To Ask. Jossey-Bass
• Norris M. Sanders (1966). Classroom Questions: What Kinds? Harpercollins.
• Stock, Gregory (2004). The Kids' Book of Questions: Revised for the New Century. Workman Publishing.
• Turow, Joseph and Tsui, Lokman, Editor, (2008). The Hyperlinked Society: Questioning Connections in the Digital Age. Digital Culture Books.
• The Question Mark, an educational journal devoted to questions, questioning, sound intelligence, strategic reading and quality teaching. http://questioning.org/index.html,
• A Questioning Toolkit, http://fno.org/nov97/toolkit.html

For more ideas, search for "questioning techniques" or "discovery learning" in the ERIC database of educational literature.

Updated 6/25/2008  |  Page author: Houghton