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Any Questions? Want to stimulate student curiosity? Let them ask the questions!
Author(s): Tarin Harrar Weiss
Source: Science and Children, Vol. 50, No. 9, ENGAGING IN ARGUMENT FROM EVIDENCE
(Summer 2013), pp. 36-41
Published by: National Science Teachers Association
Stable URL: https://www.jstor.org/stable/43176443
Accessed: 26-10-2018 19:25 UTC
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fylSs?
Want to stimulate studen^^^H
curiosity? Let them ask
the questions!
By Tarin Harrar Weiss
coming improved abilities to ask questi
define problems, and conduct investig
classrooms as engaging environ- tions. How can we capture the innate b
ments humming with curious of student curiosity that ultimately dr
We classrooms ments active like kiactids,ve tokids,hummi
and at ntigmesimtheyagine as and engaging at with our times environ- curious science they them toward meaningful content learnin
are. Our students show excitement when The key is in the questions.
they experience new things, "ooh" and It is reported that 7 5-80% of the questi
"aah" over cool concepts, and shine while posed in K-12 classrooms are at the re
communicating what they know and can do or memory level, and of those, less t
with innovative technologies. And, notably, 5% of the questions are posed by stud
these behaviors are supported by A Frame- (Cohn and Kottkamp 1993). Yet, literat
work for K-12 Science Education: Practic- promoting student questioning as cri
es, Crosscutting Concepts , and Core Ideas for meaningful science learning is plenti
(NRC 2012). However, students' immedi- (Chin, Brown, and Bruce 2002). The ac
ate science enthusiasm and wonder is some- asking questions about something reve
times lost as a result of our excited efforts to high level of engagement with materi
guide learning of core scientific ideas. Too students articulate thoughts and chall
soon our classrooms can settle into teacher - what is known (Morgan and Saxton 19
centered learning environments as we pose Supporting and sustaining curiosity, thr
questions and promote standard investi- questioning, helps build students' scien
gative techniques (Rothstein and Santana attitudes (Bruner 1996) and leads to im
2011). Over time, student enthusiasm and tant and compelling investigations that d
creativity ebbs. The scientific and engineer- on and build content learning (Harlen 20
ing practices we want students to internalize Of the eight scientific practices highlig
may become formulaic instead of truly be- ed in the Framework , the first is for stud
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to develop abilities to ask questions and define problems
(NRC 2012). Constructing a range of questions about an
object or phenomenon validates not only what students
have been doing since they were young, but models what
Process leading to investigate
scientists do with initial discoveries. Scientists do not questions.
ask a single question that leads to a prescribed method
for solving a problem, but construct multiple questions,
define problems, and conceptualize solution pathways.
They eventually design an investigation in light of obvi-
MAKE
ous constraints, such as background knowledge, funding,
equipment, competition, and research that is consid-
ered "acceptable." If students are to become proficient
OBSERVATIONS
in science, they need many opportunities to construct
questions and practice visualizing solution pathways.
But, how can we more fully and sustainably incorporate
student questioning into our units? How can we change
the dynamic of teacher-led questions still dominating our
science teaching?
I begin capturing and using my elementary science
methods students' interest in science with the following TURN
introductory questioning lesson. The lesson serves as a
model for how to incorporate students' questions into the
curriculum by using authentic observable items related OBSERVATIONS
to standards. For example, within the disciplinary core
concept Earth and Space Science (NRC 2012), a focus is
on Earth materials and systems. Students in K-2 learn INTO QUESTIONS
about materials and resources in the environment, while
grades 3-5 students look more deeply at materials and
processes and how they are affected by interacting Earth
systems. Materials such as soil, sand, rock, grasses, trees,
and water are common and familiar to most students and
can serve as the launching point for their own observa-
tions and questions within a unit on Earth materials and
systems. This introductory lesson is an intense effort to ( 1 )
support open-ended student questioning, (2) explore and
CLASSIFY
code the variety of questions asked about an object, and
(3) promote conceptual thinking about solving problems.
In several class periods, my students generate questions
QUESTIONS
about objects of interest to them. They practice how to
make and record observations, turn observations into
questions, review and consider the range of questions that
can be asked about an object, and identify investigable
questions (see Figure 1). This lesson ends with students
brainstorming ideas about how to answer a favorite inves-
IDENTIFY
tigable question through an investigation.
The Lesson
At the outset, to motivate interest and unpack and make
explicit students' ideas about science and scientific prob- INVESTIGABLE
lem-solving, a multidisciplinary set of unique objects are
supplied. The authentic objects reflect a range of stan-
dards within the Frameworks core ideas (Physical, Life, QUESTIONS
and Earth Sciences, and Engineering/ Technology) (Fig-
Summer 2013 37
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ure 2). As the curriculum progresses, the object choices
can be tailored to specific standards to support content
learning of core ideas. For example, as students begin to
learn about the structures and processes of organisms
Objects students could observe.
(Life Science), they could choose to observe and ask and
code questions about seeds, leaves, grasses, trees, weeds,
flowers, or bark.
When choosing objects to display, a number of safety
issues must be taken into consideration; (1) do not allow
/jv eating or drinking while handling items, (2) do not
/ ' ' store any obj ects in glass containers , ( 3 ) make sure
caution students do not drink from containers used in the
lesson, (4) do not include any liquids other than water, (5)
make sure students do not connect only the wire between
the battery's terminals because that circuit will get hot
(they need the bulb held between the terminal and wire
on one end of the battery), (6) be sure that plant material
is safe to touch, (7) use of animals or insects must follow
approved safety and handling protocols for the use of live
animals in the classroom, and (8) make sure students wash
• Apatite mineral
hands after handling the objects.
The multipart lesson is appropriate for students in • Balloon
• Mirror
Part 1: Making and Sharing
Observations • Perpetual motion balls
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Any Questions?
dents to the practice of generating questions by begin- umn). Remind students that they can write or draw in any
ning with an age -appropriate trade book that chronicles way they would like to effectively capture the essence of
the work of a scientist. There are numerous books avail- their object and that their observations will be reviewed
able on this theme; try searching the NSTA/Children sby their classmates.
Book Council's Outstanding Science Trade Books for
Students K-12 (see Internet Resource). Two titles thatExplore
make good choices for this lesson are: Young CharlesWith their observations in hand, students find their
Darwin and the Voyage of the Beagle (Ashby 2009)same object partner to informally compare observa-
and Crocodile Safari (Arnosky 2009) (see Resources). tions. Following a brief sharing time, students return
Houghton Mifflin also publishes the Scientists in theto their desks and place the observations face down
Field series, which is an excellent resource, highlight-under their object. Next, students roam around to
ing scientific research across the disciplines (check outfind a new object of interest to observe and sit at the
Saving the Ghost of the Mountain: An Expedition Among seat with that object. With a new data sheet, students
Snow Leopards in Mongolia ) (Montgomery 2009; see repeat the above steps. This time, however, students
Resources). Read the chosen book in small sectionssilently compare their ideas with those recorded on
while teaching this lesson, asking students to find andthe face-down data sheet on the desk.
articulate the scientists' questions. A poster- size list of
the scientists' questions can be recorded and revisited Explain
as the stories progress, which introduces students to the Students retrieve their first sheets and return to their
idea that while scientists generate a lot of questions, not original seats. With two sets of completed observations,
all can or will be pursued through an investigation. Stu- they discuss them in groups, practicing the skill commu-
dents' own questions about the topic under study cannication. Provide a short list of specific talking points for
also be added to the list and discussed. each student to answer:
Following the reading, ask students to come forward
• What did you observe?
and choose an object that interests them. Note that two
students (and only two) should choose the same object.• What did you like about the objects?
Before they return to their seats, instruct students to
• Explain one of neatest things you observed about one
begin observing and showing off their choices. Mingle
of your objects.
with the students, exhibiting curiosity and enthusiasm
for what they have chosen. Ask students to return to After all students have shared, have one student write
their seats to start recording initial observations of their down the group's answers to the question "What do you
objects on the data sheet (under the Observations col- think makes a good observation?" Each group will then
choose a spokesperson to share ideas from the small -group
discussion. The teacher can take notes on the board or
computer to capture and display student ideas. Conclude
with students volunteering to share a few of their obser-
vations with the class. Older students could be provided
Questions generated about a
with example observations of a new interesting object that
cactus plant. is displayed to critically discuss if they think the observa-
Searchable Questions tions are meaningful.
What kind of cactus is this?
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ready to learn how to classify or code their questions.
Students first practice coding questions with a set of
example questions you have generated about the just
observed new large object in the front of the room.
Print example questions and cut them in strips (one
question per strip); each group should have the same
set of 6-8 example questions. Ask student groups to
organize the question strips based on whether they
could, with proper equipment, collect data to answer
the example question or if they could simply look up
or search for the answer. Review answers and label
Discuss student ideas. Model how to question groups as Investigable Questions (can
turn more of the observations into answer through data col-
questions, trying hard to ere- lection) and "Search-
ate a variety of question types, able" Questions (can
such as attention-focusing, answer by searching
Children
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engage students in planning and
conducting scientific investigations. Connecting to the Standards
The Four Question Strategy hailed by This article relates to the following National Science
Cothron, Giese, and Rezba (2006; see Education Standards (NRC 1996):
Resources) can effectively guide students Content Standards
toward defining a problem and creating a Grades K-8
simple experimental design. The strategy con- ^
^ Standard A: Science as Inquiry
sists of asking four questions about the object: What
• Abilities necessary to do science inquiry
materials could you use to conduct an experiment on
National Research Council (NRC). 1996. National
science education standards. Washington, DC:
National Academies Press.
sure or describe the response of
science learning. ■
Resources
Tarin Harrar Weiss (tweiss@westfield.ma.edu)
Ash by, R. 2009. Young Charles Darwin is
and the voyage of the
an associate professor at Westfield
Beagle.State University
Georgia: Peachtree Publishers. in
Westfield, Massachusetts . Arnosky, J. 2009. Crocodile safari. New York: Scholastic Press.
Cothron, J., R. Giese, and R. Rezba. 2006. Students and
References research: Practical strategies for science classrooms and
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