This work investigates the pedagogical efficacy of student-led questioning as a primary mechanism for enhancing cognitive engagement and critical thinking in the classroom. Francis P. Hunkins, an established scholar in curriculum development, utilizes his extensive background in instructional design to argue that shifting the burden of inquiry from teacher to student fosters deeper conceptual understanding. The text provides a structured framework for educators to transition from traditional lecture-based models to interactive, student-centered environments.

The subject matter points to a foundational, specialist text intended for educators seeking to refine their instructional delivery through active learning techniques. The framing suggests a methodical, research-informed approach that prioritizes practical application within the classroom setting.