FOUR LEVELS OF QUESTIONS

One way to learn is to ask yourself questions, and then to answer them
— which usually leads to more questions. This question/answser style
is sometimes called the method of inquiry and is based on the ideas
of Socrates.

But what questions should you ask?

Here is a list of questions that can help you get started. It is not an
exhaustive list. You should be able to come up with more questions that
just these; but these will get you started.

The questions are arranged into four levels. You should start with level
1 questions and work your way to level 4 questions.

Given any concept, idea, or thing (e.g. free body diagrams, or staplers,
or hospitals), just substitute it for XX in the questions.

LEVEL 1: FACTS AND BASIC INFORMATION

▪ What is the definition of XX?

▪ How many definitions are there?
▪ Which definition(s) makes most sense to you?
▪ Who did/invented/discovered XX?
▪ When does XX occur?
▪ Under what circumstances does XX occur?
▪ When is XX supposed to be carried out?
▪ What is the environment in which XX exists, operates, or is used?
▪ How much or how many XX exist? Where?
▪ How is XX distributed?
▪ How does the amount of XX change in time?
▪ What is an example of XX? (Name them)

LEVEL 2: ANALYSIS AND INTERPRETATION

▪ How did XX happen, occur, or come to be?

▪ What causes XX to happen, occur, or come to be?
▪ What are the reasons for/that XX?
▪ What results from XX occuring or being used?
▪ What are the types of XX?
▪ How does XX function/work/occur?
▪ What are my own examples of XX?
▪ What is the relationship between XX and things in XX's environment?
▪ How does XX change things in XX's environment?
▪ How is XX similar/different from things in XX's environment?
▪ How is XX similar/different to things that do the same thing as XX?
▪ What does XX mean in context? (NOT just a definition)
▪ What conclusions can be drawn from the answers to these
questions?
▪ What problems/conflicts/issues arise from the answers to these
questions?
▪ What are the possible resolutions/solutions to the
problems/conflicts/issues raised?
▪ What is the point (main argument or thesis) presented by XX?
▪ How is this argument developed?
▪ What evidence/proof/support is provided for this argument?
▪ What are alternative explanations/theories that have been developed
by others?

LEVEL 3: HYPOTHESIS AND PREDICTION

▪ If XX were to occur, then what would happen in its environment or

context?
▪ If XX were changed, then what else would change in its environment
or context?
▪ What does theory XX predict will happen in a given environment or
context?
▪ What hypothesis or theory explains the occurence or existence of XX
in the given environment or context?

LEVEL 4: CRITICAL ANALYSIS AND EVALUATION

▪ Is XX good/bad? Why?
▪ Is XX correct/incorrect? Why?
▪ Is XX effective/ineffective? Why?
▪ Is XX relevant/irrelevant to some context? Why?
▪ Is XX logical/illogical in some context? Why?
▪ Is XX applicable/inapplicable in some context? Why?
▪ Is XX proven/unproven? Why? Proven with respect to what?
▪ Is XX ethical/unethical? Why?
▪ What are the advantages/disadvantages of XX? Why?
▪ What is the best solution to the problem/conflict/issue? Why?
▪ What should or should not happen? Why?
▪ Do I agree or disagree with XX? Why?
▪ What is my opinion? What support do I have for my opinion?

Taken from: http://deseng.ryerson.ca/dokuwiki/design:four_levels_of_questions