What is the population of Fiji?
“). On the other hand, a question that asks for unknown solution(s) to a problem (e.g., “How would you stem the flow of urban migration from the villages to Suva?”) stimulates a higher level of thinking, as does one that asks for one’s opinion, with a demand for justification, on issues (e.g., “How do you feel about enforcing strict birth control policies, like China’s?”). A study by Taba, Levine and Elzey3 found an almost perfect correlation between the levels of thought pupils displayed in their answers to teachers’ questions and the types of questions asked by their teachers. Therefore, questions used in a teaching strategy directly influence the thinking of students or learners. Low level questions stimulate low level thinking and higher level questions stimulate higher level thinking. Hence, in the teaching of population education, questions that require students to reason, to create, to examine and evaluate attitudes and values must be used if the lofty goals of population educat
