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 Balloons The Cold Hard Facts: Student Questions in Inquiry

Questioning in Inquiry: Ice Balloons Presenters Laurie Jenkins Supervisor, MCPS, OEEP Bill Kraegel OEEP Coordinator, MCPS

Questioning in Inquiry: Ice Balloons By the end of this session, participants will: n develop techniques which encourage students to ask questions n identify questions which promote inquiry n use strategies to transform questions into testable questions

Questioning in Inquiry: Ice Balloons Let’s start! –Make observations and brainstorm questions…lots! –Write one question on each card –Try to create 20 or 25 questions!

Questioning in Inquiry: Ice Balloons Next step: n Select one question to investigate right here! n Do the investigation!

Questioning in Inquiry: Ice Balloons Reflection Time: n Newsprint: Identify the characteristics that made this question a good one to investigate. n Reporter: Share out the groups’ question, findings and the characteristics that made this a good question.

Questioning in Inquiry: Ice Balloons Now that we know what a testable question is: n Divide the question cards into ones that are testable and ones that are not. n Are there any additional characteristics that these testable questions have in common that we missed?

Questioning in Inquiry: Ice Balloons Turning a question into a Testable Question! n Choose one of the non-testable questions n Convert it into a testable question

Questioning in Inquiry: Ice Balloons So, how did you do it? n Newsprint: List strategies that were used to turn the non-testable question into a testable question n Share strategies

Questioning in Inquiry: Ice Balloons Examples of Testable and Non-Testable Questions n What is the affect of different light intensities on the temperature of soil? n Why do leaves turn red? n Why do ducks face the same direction on ponds? n What soil types absorb water the best? n Do caterpillars prefer new or old leaves? n Why do puddles disappear? n Does moss really only grow on the North side of a tree?

Questioning in Inquiry: Ice Balloons 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…

Questioning in Inquiry: Ice Balloons 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!

Questioning in Inquiry: Ice Balloons 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 n How can you use these skills with your students to encourage inquiry in outdoor environmental learning? What are the challenges? n How can you use these skills with our students to incorporate STEM subjects?

Questioning in Inquiry: Ice Balloons Integration of the 5 E’s: The cycle Engage Explore Explain Elaborate Evaluate

References on Inquiry n Exploratorium Institute for Inquiry n Wolf, Dennis Palmer. The Art of Questioning. Academic Connections, Winter 1987 p n The 5 E’s – Resource: inquiry.htm inquiry.htm

That’s All Folks! Thank you for your participation!

n How can we use this skill with our students to encourage inquiry? Three kinds of inquiry: »Structured »Guided »Open