DEVELOPING CREATIVE THINKING THROUGH QUESTIONING TECHNOLOGY IN PRIMARY SCHOOL NATIVE LANGUAGE AND READING LITERACY LESSONS: METHODOLOGICAL APPROACH AND PRACTICAL MODELING

Abstract

This article explores the scientific and methodological potential of questioning technology for developing creative thinking in primary school mother tongue and reading literacy lessons. Questioning is conceptualized as a cognitive mechanism that moves learners from reproductive activities (recall and retelling) to productive activities (analysis, interpretation, and generating alternative solutions). The study categorizes creativity-enhancing questions into observation, cause–effect, “what if…”, perspective-taking, evaluation, and transfer (real-life application) types and proposes a 10–15 minute in-lesson micro-model titled “Creativity through Questioning.” The paper also explains how questioning can be integrated with the authorial instructional approaches: K–5B — Creative Five-Stage Inquiry Model, SDN — Question–Evidence–Conclusion Model, KGT — Creative Ideas Transformation Method, KDT — Creative Design Thinking Model, KOTT — Creative Gamified Learning Technology, and KRH — Creative Digital Storytelling Technology. In addition, it offers assessment indicators for students’ responses (question quality, idea fluency, evidence-based reasoning, and originality). The findings suggest that systematic questioning helps transform pupils from mere responders into active seekers and creators, thereby supporting the sustainable development of creative competencies.