2,188
edits
OER4Schools/Starting the enquiry based learning process: Difference between revisions
From OER in Education
OER4Schools/Starting the enquiry based learning process (view source)
Revision as of 09:23, 29 July 2013
, 12 years agoadded link to image file
JanetBlair (talk | contribs) m (reworded for clarity) |
JanetBlair (talk | contribs) m (added link to image file) |
||
| Line 80: | Line 80: | ||
= Posing Real and Productive Questions = | = Posing Real and Productive Questions = | ||
In this section, we introduce the idea that it is important students know what a good enquiry question is and are willing to pose them. We suggest that it is very important for the teachers in the first stage of an enquiry-based lesson to help students to pose '''real questions and productive questions''' i.e. ''questions that are worth answering''. Ultimately, these will be questions that when answered will move the student's learning forward and deepen their understanding. | |||
{{activity|wcb| on |5}} Look at the following image and come up with as many questions as you can relating to it. Record the questions on the blackboard/on a large piece of paper/on ether pad for use later: | |||
[[image: Agnes 5.jpg|300px]] | |||
{{activity|otr|: posing questions that are worth asking|5}} | |||
'''Real questions''' are: | '''Real questions''' are: | ||
* questions that students are curious and very interested to answer or particularly interested to pose (rather than just pursuing what the teachers want them to answer). | * questions that students are curious and very interested to answer or particularly interested to pose (rather than just pursuing what the teachers want them to answer). | ||
| Line 100: | Line 105: | ||
The “In your opinion...?” and “What/why do you think...?” are very important here as they do not ask the student for the right answer, rather they ask what the student is thinking. In this way, teachers can progress and support the students’ enquiries. Teachers may use productive questions to help students delve more deeply into their chosen enquiry area with the hope that once students have become open to thinking this way they can begin to ask productive questions of their own. | The “In your opinion...?” and “What/why do you think...?” are very important here as they do not ask the student for the right answer, rather they ask what the student is thinking. In this way, teachers can progress and support the students’ enquiries. Teachers may use productive questions to help students delve more deeply into their chosen enquiry area with the hope that once students have become open to thinking this way they can begin to ask productive questions of their own. | ||
If teachers decide to give students the option of searching for good enquiry questions, they must help them identify and refine their questions for exploration and help them realise when a question is not appropriate for a given enquiry project. The process of refining questions includes helping students identify what they know and don't know about the subject, identifying sub-questions that may be part of the larger question and, most importantly, formulating hypotheses about what the answer might be at an early stage. | If teachers decide to give students the option of searching for good enquiry questions, they must help them identify and refine their questions for exploration and help them realise when a question is not appropriate for a given enquiry project. The process of refining questions includes helping students identify what they know and don't know about the subject, identifying sub-questions that may be part of the larger question and, most importantly, formulating hypotheses about what the answer might be at an early stage. | ||
