Tuval Raz

You can have these sorts of questions you ask yourself, like, what am I doing?

That's not really the type of question that we're dealing with here.

We're talking about something called epistemic questions.

They sort of come from an information sort of viewpoint.

You want to learn something.

And you launch this question into the world and you hope that the information you get will please you.

You hope it'll be good enough.

And if not, you ask another question.

And when we started doing these sorts of studies a couple of years ago, there wasn't really a standard metric or sort of consensus on how we measure a good question.

We had some work with kids, but there also wasn't a lot of work on adults.

And so we sort of devised our task.

It's called the alternative questions task, where you ask questions about basic objects.

And when we decided how to measure it, we look to creativity, which is something that's very important for school.

It's something that's the UN identifies like a top five skill for this millennium.

And also we looked at complexity, which is sort of relates to higher order of thinking, these sorts of skills that Hawks, if you're familiar with,

the acronym that we sort of want to encourage in our students.

And we measured our task using creativity metrics and complexity metrics.

So I wouldn't say that a creative and complex question is everything there is to say about a good question, but it's at least a part of it.

It's only the beginning.

So I think that also touches upon one of the interesting findings we had this study because it was longitudinal.