What conclusion can be drawn about teaching methods that involve leading questions?

The conclusion that teaching methods involving leading questions tend to limit critical thinking is supported by the nature of leading questions themselves. Leading questions are designed to guide respondents toward a particular answer or set of answers, often implying a specific viewpoint or conclusion. This can inhibit students' ability to explore topics from multiple angles or develop their own viewpoints, as they may feel pressured to respond in a way that aligns with the implied answer.

In contrast, open-ended questions foster broader discussion and allow for a range of responses, while independent thought and critical thinking flourish in an environment where students feel free to explore ideas without constraint. Furthermore, while engaging methods may include leading questions, they do not necessarily enhance student engagement in a meaningful way that promotes deep learning and analytical skills. Therefore, the conclusion accurately reflects the impact of leading questions on students' cognitive processes by constraining their critical engagement with the subject matter.