Questioning in Inquiry: Ice Balloons

Questioning in Inquiry: Ice Balloons

One of the most powerful ways for students to learn science is through questions grounded in their own curiosity.

Ice BalloonsThe

Cold Hard Facts:Student Questions in

Inquiry


Presenters

Laurie Jenkins

Supervisor, MCPS, OEEP

Bill Kraegel

OEEP Coordinator, MCPS


By the end of this session, participants will:

develop techniques which encourage students to ask questions

identify questions which promote inquiry use strategies to transform questions into

testable questions


Let’s start!

– Make observations and brainstorm questions…lots!

– Write one question on each card

– Try to create 20 or 25 questions!


Next step:

Select one question to investigate right here!

Do the investigation!


Reflection Time:

Newsprint: Identify the characteristics that made this question a good one to investigate.

Reporter: Share out the groups’ question, findings and the characteristics that made this a good question.


Now that we know what a testable question is:

Divide the question cards into ones that are testable and ones that are not.

Are there any additional characteristics that these testable questions have in common that we missed?


Turning a question into a Testable Question!

Choose one of the non-testable questions

Convert it into a testable question


So, how did you do it?

Newsprint: List strategies that were used to turn the non-testable question into a testable question

Share strategies


Examples of Testable and Non-Testable Questions

What is the affect of different light intensities on the temperature of soil?

Why do leaves turn red? Why do ducks face the same direction on ponds? What soil types absorb water the best? Do caterpillars prefer new or old leaves? Why do puddles disappear? Does moss really only grow on the North side of a

tree?


Summary

Outcome 1: develop techniques which encourage students to ask questions

To encourage inquiry, allow students to observe and brainstorm questions – any and all! I wonder…


Summary

Outcome 2: identify questions which promote inquiry

Testable questions have one variable that can be manipulated by the scientist and another that can be measured. Resources are important!


Summary

Outcome 3: use strategies to transform questions into testable questions

Non-testable questions can be converted into testable questions by scanning the question/topic for two variables: one that can be manipulated and one that can be measured. Quick starts: change the why’s into how’s, or what is the affect of ….

Inquiry in OEEP

How can you use these skills with your students to encourage inquiry in outdoor environmental learning? What are the challenges?

How can you use these skills with our students to incorporate STEM subjects?


Integration of the 5 E’s: The cycle

Engage

Explore

Explain

Elaborate

Evaluate

References on Inquiry

Exploratorium Institute for Inquiry http://www.exploratorium.edu/IFI/docs/Raising_Questions.pdf

Wolf, Dennis Palmer. The Art of Questioning. Academic Connections, Winter 1987 p. 1-7.

The 5 E’s – Resource: http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/inquiry.htm

That’s All Folks!

Thank you for your participation!

How can we use this skill with our students to encourage inquiry?

Three kinds of inquiry:

»Structured

»Guided

»Open

Documents

Questioning in Inquiry: Ice Balloons