The Art of Asking Questions: What’s Wrong With “What’s Wrong With This??”
We’ve all been there. You’re staring at a math problem, a paragraph in a textbook, or a science experiment result that doesn’t make sense. Frustrated, you blurt out: “What’s wrong with this??” It seems like a natural reaction—after all, something clearly isn’t clicking. But here’s the twist: the way we frame our questions often determines whether we’ll find answers or stay stuck in confusion. Let’s unpack why questions like “What’s wrong with this?” might be holding us back and how to ask better ones.
The Problem With Vague Questions
When we ask “What’s wrong with this??” we’re starting from a place of frustration rather than curiosity. The question is broad, undefined, and emotionally charged. Imagine a student pointing at an equation and asking this. The teacher might respond: “What part confuses you?” or “Where did you get stuck?”—redirecting the student to pinpoint the issue.
Vague questions lead to vague answers. For example, if a child says, “I don’t get this science project,” a parent might reply, “Just try again.” But if the child asks, “Why did the balloon deflate faster in cold water?” suddenly, there’s a clear path to explore temperature’s effect on air molecules. Specificity transforms dead ends into learning opportunities.
The Hidden Bias in How We Ask
Another issue with “What’s wrong with this?” is that it assumes something is inherently wrong. This framing can shut down creative problem-solving. Let’s say a student writes an essay and the teacher marks it up with feedback. If the student focuses only on “What did I do wrong?” they might miss chances to build on their strengths. Instead, asking “How can I make my argument stronger?” invites growth rather than self-criticism.
This bias also shows up in group work. Imagine a team brainstorming a project, and someone says, “This idea won’t work—what’s wrong with it?” The group might abandon the idea entirely. But asking “How can we adapt this to fit our goals?” encourages collaboration and innovation.
The Danger of Closed-Ended Questions
“What’s wrong with this??” is a closed-ended question—it hints that there’s a single “correct” answer. In education, this mindset can limit critical thinking. For instance, in history class, asking “Why did the Roman Empire fall?” suggests there’s one textbook answer. But reframing it as “What factors contributed to the decline of the Roman Empire, and which do you think mattered most?” opens doors for analysis and debate.
Closed-ended questions also discourage curiosity. A child who asks “Is this the right answer?” is seeking validation, not understanding. Encouraging them to ask “What happens if I solve it this way?” fosters experimentation and resilience.
How to Ask Better Questions
So, how do we move from unproductive questions to ones that drive learning? Here are three strategies:
1. Start With “Why” or “How”
Questions that begin with why or how require deeper reasoning. For example:
– Instead of “What’s wrong with my essay?” → “How can I organize my ideas more clearly?”
– Instead of “Why am I bad at fractions?” → “Why do the steps in dividing fractions feel confusing?”
2. Break Problems Into Smaller Pieces
If a task feels overwhelming, dissect it. A student struggling with a chemistry lab might ask:
– “Which part of the procedure didn’t match the expected result?”
– “Did I measure the chemicals accurately?”
– “Could the temperature have affected the reaction?”
3. Embrace “I Don’t Know” as a Starting Point
Instead of fixating on errors, lean into curiosity. For example, a teacher might say: “I’m not sure why this code isn’t running—let’s debug it together.” This models humility and turns problem-solving into a collaborative journey.
The Role of Mindset in Questioning
Our questions reflect our mindset. Psychologist Carol Dweck’s research on “fixed” vs. “growth” mindsets applies here. Someone with a fixed mindset might ask: “What’s wrong with me? Why can’t I figure this out?”—implying their abilities are static. A growth mindset shifts the focus: “What strategies haven’t I tried yet?” or “Who can help me see this differently?”
Teachers and parents play a key role here. Praising effort (“You worked hard to find that solution!”) instead of outcomes (“You’re so smart!”) encourages kids to ask exploratory questions without fear of failure.
Real-World Examples: From Classrooms to Careers
The impact of better questioning extends beyond school. In workplaces, employees who ask “How can we improve this process?” instead of “Who messed this up?” create cultures of innovation. Scientists don’t just ask “Why did the experiment fail?”—they ask “What did this unexpected result teach us?”
Even in everyday life, refining our questions helps. If a friend says, “My presentation bombed—what’s wrong with me??” you could reframe it: “What part felt challenging? Let’s practice that section together.”
Final Thoughts: Questions as Tools for Growth
Asking “What’s wrong with this??” isn’t inherently bad—it’s a natural response to confusion. But by tweaking how we ask, we turn obstacles into stepping stones. Better questions lead to better answers, stronger critical thinking, and a lifelong love of learning. So next time you’re stuck, pause and ask: “What am I really trying to understand here?” You might surprise yourself with what you discover.
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