Prior research on student question-asking has primarily been conducted from a cognitive, epistemological standpoint. In contrast, we present a hermeneutic-phenomenological investigation that emphasizes the moral-practical context in which question-asking functions as a situated way of being in the midst of practice. More particularly, we present a hermeneutic study of student question-asking in a graduate seminar on design theory (i.e., a seminar focused on theory and philosophy of design, emphasizing the work of design scholars such as Simon, Cross, Krippendorff, and Lawson). The study offers a unique moral-practical perspective on this commonly studied phenomenon. Our analysis yielded four themes regarding the moral-practical intricacies of question-asking in this setting, with a particular focus on time-related constraints on participation, various types of background understanding, and value-laden expectations that participants encountered in this complex ecology of practice.

中文翻译：

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课堂实践中学生提问的道德复杂性

先前对学生提问的研究主要是从认知、认识论的角度进行的。相比之下，我们提出了一个解释学-现象学研究，它强调道德-实践语境，在这种语境中，提问作为一种处于实践中的情境方式发挥作用。更具体地说，我们在设计理论研究生研讨会上展示了学生提问的诠释学研究（即，一个专注于设计理论和哲学的研讨会，强调设计学者如 Simon、Cross、Krippendorff 和 Lawson 的工作） . 该研究为这一普遍研究的现象提供了独特的道德实践视角。我们的分析得出了四个主题，这些主题涉及在这种情况下提问的道德实践复杂性，特别关注与时间相关的参与限制，