Asking Scientific Questions

Paul Andersen discusses the importance of asking questions in scientific inquiry. He emphasizes understanding student wonder and improving question quality. Techniques like inquiry cards and rubrics are introduced to guide question formulation. The video explores using phenomena to stimulate questioning and classifying questions by type and cross-cutting concepts. It also covers determining if questions are testable and refining them. Finally, the video highlights the importance of valuing student questions in the classroom.

Why is asking questions considered fundamental to human learning?

• It is a natural way to build knowledge.

• It is a way to express emotions.

• It helps in memorizing facts.

• It is a method to avoid confusion.

What is the significance of the first few words in a student's question?

• They indicate the type of question being asked.

• They show the student's level of interest.

• They reveal the student's prior knowledge.

• They determine the length of the question.

Which of the following is NOT a criterion for a good scientific question?

• It should be easy to answer.

• It should be empirically testable.

• It should address the phenomena.

• It should identify the nature of the question.

What is the purpose of using phenomena like the drinking bird in teaching?

• To entertain students.

• To encourage students to ask questions.

• To demonstrate complex theories.

• To provide historical context.

How can questions be classified using cross-cutting concepts?

• By the cross-cutting concepts they relate to.

• By the scientific principles they address.

• By their relevance to the curriculum.

• By their length and complexity.

What is a key benefit of classifying questions as open or closed-ended?

• It helps in grading the questions.

• It determines the difficulty level.

• It ensures questions are grammatically correct.

• It aids in understanding the scope of the question.

Why is it important to ensure questions are testable?

• To make them easier to answer.

• To ensure they are interesting.

• To allow for empirical investigation.

• To make them suitable for exams.

What role do cross-cutting concepts play in scientific questioning?

• They categorize questions by difficulty.

• They simplify complex questions.

• They limit the scope of questions.

• They provide a framework for understanding phenomena.

How can teachers help students improve their questioning skills?

• By providing answers to all questions.

• By limiting the number of questions asked.

• By encouraging memorization of questions.

• By guiding them to refine and classify their questions.

What is the purpose of a 'wonder wall' in a classroom?

• To list classroom rules.

• To showcase students' questions.

• To display students' artwork.

• To provide a space for announcements.