Challenges of Learning the Skill of Philosophical Questioning among Students and Providing Solutions for it

The art of questioning is considered as the most effective tool in the field of education. If questions are used appropriately and at the right time, they can be useful everywhere for all situations and all types of learning (Sajadieh & Tusian Khalilabad, 2017). Today, what can be observed in the educational systems is that despite accepting the assumption that thinking opens the way for education, there is not much desire to encourage students to question and think (Shabani, 2008, cited in Keyvani Hafshejani, 2012). A research entitled "Identifying Family Barriers to Student Questioning in Primary School" by Hayati et al. (2018), has been done in which he states that the factor of "not encouraging children to ask questions and not accompanying them in scientific matters" is one of the most important family obstacles affecting primary school students' questioning. In another study conducted by Chin and Osborne (2008) under the title "Students' questions: a potential resource for teaching and learning science", The results showed that the students' questions can help them monitor their learning, explore and frame their ideas, guide their thinking in certain directions. Based on such contexts, the main goal of the current research is to analyze the challenges facing philosophical questioning skills among student teachers. Therefore, this research sought to answer these questions: 1. What are the views of student teachers about the challenges of learning the skill of philosophical questioning in student teachers? 2. What solutions are there to overcome this challenge from the point of view of student teachers?

Since the current research is practical in terms of purpose and qualitative in terms of approach. Therefore, according to the purpose and questions, the method of thematic analysis according to the method of Braun and Clarke (2006) and the semi-structured qualitative interview tool and available sampling were used. The field of research included female and male student teachers in the third and fourth semesters of Farhangian University in the campuses of Kurdistan province in the academic year of 1401-1400. The sample size includes 54 student teachers (33 women and 21 men) with an age range of 19-24 years, who were selected in the undergraduate course of educational sciences.

The findings of the obstacles of students' philosophical questioning plan include 10 themes, 20 categories and 48 concepts. A summary of this part of the findings is presented in Table 1.

The results show the challenges of philosophical questioning skills in student teachers one of the main obstacles to turning to philosophical questioning among student teachers is themselves. This, of course, is the result of several reasons. Among them, the complacency of the new generation in the shadow of unsatisfying growth, virtual space, fragmentation and of course superficial and unsubstantiated analyses. Also, the cultural and educational difference of families in how to deal with children's questions has a significant effect on their philosophical questioning during adolescence and youth. The findings from the solutions to overcome this problem from the students' point of view show that one of the basic solutions in finding skills in philosophical questioning is to strengthen basic skills. Other solutions mentioned include strengthening skills such as: creating equal opportunities for thinking, giving time to think about questions, creating a culture for questioning, etc. Therefore, the solutions are different according to the time and conditions in which the person is and although students lack the spirit and motivation of philosophical questioning; But this is something that can be addressed and requires a multilateral effort. In this regard, Ganji et al.'s research results (Ganji et al, 2012) are in line with some of our research results. Because both of them consider creativity to be one of the main forms of questioning, diversity and as a result deepening of the individual. Also, the result of the current research is almost consistent with Haynes' research (Haynes, 2007). Because it showed that students' participation in open questions leads to an increase in learners' self-esteem.