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OER4Schools/Starting the enquiry based learning process: Difference between revisions
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OER4Schools/Starting the enquiry based learning process (view source)
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, 12 years agoreworked slightly
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* What differences and similarities do you see between these objects (or situations)? | * What differences and similarities do you see between these objects (or situations)? | ||
* Why do you think these results are different from the other experiment? | * Why do you think these results are different from the other experiment? | ||
* In your opinion, what would happen if... ? | * In your opinion, what would happen if...? | ||
* How do you think you could go about...? | * How do you think you could go about...? | ||
* How might you explain...? | * How might you explain...? | ||
* How can we be sure...? | * How can we be sure...? | ||
* How many... ? | * How many...? | ||
* What is the temperature...? | * What is the temperature...? | ||
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 | 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. | ||
