t 7.0 chapter 7: questioning for inquiry chapter 7: questioning for inquiry central concepts: ...
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T 7.0
Chapter 7: Questioning for Inquiry
Chapter 7: Questioning for Inquiry
Central concepts: Questioning stimulates and guides inquiry
Teachers use different types of questions to achieve specific effects
Questions and questioning techniques influence learners' science achievement, attitudes and thinking skills
Teachers use questions to instruct, control, and evaluate science learning
Low and high levels of questions carry different impact, both are important
Teacher modeling can improve students uses of questions
What is a question?What is a question?
T 7.1
A question is an interrogative sentence that asks for a response. A question is expressed in simple, clear, straight-forward language that students can understand. A good question stimulates thinking and should be adapted to the age, abilities, and interests of the students.
A good question is one that is appropriate and is used for a specific purpose. Questions are used:
• to find out what is not knownor to find out whether some-one knows
• to motivate
• to provide drill and practice
• to help students organizethinking
• to develop an ability to think
• to interpret meaning
• to emphasize a point
• to show relationships
Four types of questions:1. Memory questions establish or review the facts.2.Convergent questions have one correct answer and require
reasoning.3.Divergent questions have several answers and help to promote
possibility thinking and creativity4.Evaluative questions promote decision making and defensible
judgments.
How do you use questions?
How do you use children’s questions?
• to establish cause and effect
• to discover interests
• to help develop appreciation
• to provide review
• to reveal thinking processes
• to diagnose learning difficulties
• to evaluate
• to give practice
• to permit expression
What kinds of questions do teachers ask and what kinds of answers do they require?
Why do teachers use questions?
How do questions affect students?
How are teachers' questions and students' answers related?
What is "wait-time" and why is it important to science teaching?
What types of questions are found in texts and on science tests?
Questions on QuestionsQuestions on Questions
T 7.2
T 7.3
Ask mostly low cognitive level
Require mostly factual answers
Questions of this type do not support inquiry
What Kinds of Questions & Answers?What Kinds of Questions & Answers?
T 7.4
Why Do Teachers Use Questions? (Table 7.1)
Why Do Teachers Use Questions? (Table 7.1)
1. to motivate and to interest2. to reveal prior (mis)conceptions and to
evaluate3. to guide thinking4. to discipline, manage or control5. to give listening cues6. to diagnose strengths, weaknesses7. to relate concepts8. to summarize
T 7.5
How Do Questions Affect Students?How Do Questions Affect Students?
shape attitudes toward subject, level of thinking, and extent of achievement
stimulate high level and divergent thinking
achievement improves if high levels of questions are accompanied by wait-time, redirection, and probing
produces inquiring minds
T 7.6
How Are Teacher Questionsand Student Answers Related?How Are Teacher Questions
and Student Answers Related?
the level of the question tends to obtain a similar level of answer
teacher must assess appropriateness of answer level and encourage if of a lower level than expected
children's language development and thinking benefit from questioning
to adapt instruction to student diversity
to encourage greater involvement of low achievers
to initiate contact and to provide student feedback
see Figure 7.1
How Do Teachers Use Questions To Involve All Students?
How Do Teachers Use Questions To Involve All Students?
T 7.7
T 7.8
What is "Wait-Time" andWhy is it Important?
What is "Wait-Time" andWhy is it Important?
WT#1 - length of time teacher waits after asking question before continuing
WT#2 - length of time teacher waits after receiving answer before continuing
average is less than 1 second (under what circumstances is this sufficient?)
recommended average WT is 3 to 5 sec.
can expect improvements in quantity and quality of student participation
see Figures 7.2, 7.3
T 7.9
low level questions devoted to facts in books
about 95% of test questions are on Bloom's Knowledge and Comprehension levels
recommend that teacher screen texts and tests, adapt or supplement as needed
What Types of Questions are Used in
Most Science Books and Tests?
What Types of Questions are Used in
Most Science Books and Tests?
T 7.9
T 7.10
What are the Different Types of Questions?
What are the Different Types of Questions?
Good questions:1. stimulate and guide exploration2. include student's experiences3. invite students to explain or demonstrate4. include basic and integrated science process
skills5. see Table 7.2, Exercises 7.1 and 7.2, Figures
7.4, 7.5
Figure 7.5Figure 7.5
T 7.11
QUESTIONCATEGORY
Evaluative Thinking
Divergent Thinking
Convergent Thinking
Cognitive Memory
Intendedmental activity
Bloom’s Evaluation Level:• Make choices• Form values• Overlap critiques,
judgment, defenses
Bloom’s Synthesis Level:• Develop own ideas and
information• Integrate own ideas• Plan, construct, or
reconstruct
Bloom’s Application andAnalysis Level:• Uses of Logic• Deductive and inductive
reasoning• Construct or reconstruct
Bloom’s Knowledge andComprehension Level:• Rote memorization• Selective recall of facts,
formulas, instructions,rules, or procedures
• Recognition
How and Why Reasonings:• Choose, appraise, select,
evaluate, judge, assess,defend, justify
• Form conclusions andgeneralizations
Open-ended Questions forProblem Posing and Action:
• Infer, predict, design, invent• Hypothesize and experiment• Communicate ideas
Closed Questions to:• Focus attention, guide,
encourage measurement andcounting, make comparisons,take action
• Use logic, state relationships• Apply solutions• Solve problems• Hypothesize and experiment• Communicate ideas
Managerial and RhetoricalQuestions:• Simple attention focusing,
yes-no responsesInformation:• Repeat, name, describe,
identify, observe, simpleexplanation, compare
Key function orscience processes
SAMPLEQUESTION PHASES• What do you favor...?• What is your feeling
about...?• What is your reason
for...?
• What do you think...?• What could you do...?• How could you design...?• What do you think
will happen if...?
• If “A”, then what willhappen to “B”...?
• Which are facts, opinionsand inferences...?
• What is the author’spurpose...?
• What is the relationshipof “x” to “y”...?
• What is the definitionof...?
• What are the threesteps in...?
• Who discovered...?• In your own words, what
is the meaning of...?
T 7.12
What are the Keys to Effective Questioning?What are the Keys to Effective Questioning?
plan specific questions as a guide
ask simple, concise and direct questions
ask, then select the respondent
use wait time and explain it to students
listen to determine if responses match the question's level
stimulate wonder and puzzling thoughts
T 7.13
What are the Keys to Effective Questioning?, cont.
What are the Keys to Effective Questioning?, cont.
talk less and ask more
encourage complete and complex answers
vary your question types to encourage all students
stimulate the basic process skills, ages 5 to 10
stimulate the integrated process skills, ages 11 onward
to gain insight about their interests
to understand their concept formation
to help them set realistic expectations
to help them form the mental habit of reflection
Why use Children's Questions?
Why use Children's Questions?
T 7.14
T 7.15
How Can You Stimulate Children's Questions?
How Can You Stimulate Children's Questions?
use interesting materials and encourage direct experiences
model good questioning skills (Fig. 7.6) and use questions to construct connections among thoughts (Fig. 7.7, 7.8, 7.9, 7.10)
develop an atmosphere of trust and encourage productive questions
include their questions on tests and in assignments
respond in an encouraging way and help children improve their questions
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