National Science Teachers Association

Any Questions? Want to stimulate student curiosity? Let them ask the questions!
Author(s): Tarin Harrar Weiss
Source: Science and Children, Vol. 50, No. 9, ENGAGING IN ARGUMENT FROM EVIDENCE
(Summer 2013), pp. 36-41
Published by: National Science Teachers Association
Stable URL: https://www.jstor.org/stable/43176443
Accessed: 26-10-2018 19:25 UTC

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 fylSs?
Want to stimulate studen^^^H
curiosity? Let them ask
the questions!
By Tarin Harrar Weiss
coming improved abilities to ask questi
define problems, and conduct investig
classrooms as engaging environ- tions. How can we capture the innate b
ments humming with curious of student curiosity that ultimately dr
We classrooms ments active like kiactids,ve tokids,hummi
and at ntigmesimtheyagine as and engaging at with our times environ- curious science they them toward meaningful content learnin
are. Our students show excitement when The key is in the questions.
they experience new things, "ooh" and It is reported that 7 5-80% of the questi
"aah" over cool concepts, and shine while posed in K-12 classrooms are at the re
communicating what they know and can do or memory level, and of those, less t
with innovative technologies. And, notably, 5% of the questions are posed by stud
these behaviors are supported by A Frame- (Cohn and Kottkamp 1993). Yet, literat
work for K-12 Science Education: Practic- promoting student questioning as cri
es, Crosscutting Concepts , and Core Ideas for meaningful science learning is plenti
(NRC 2012). However, students' immedi- (Chin, Brown, and Bruce 2002). The ac
ate science enthusiasm and wonder is some- asking questions about something reve
times lost as a result of our excited efforts to high level of engagement with materi
guide learning of core scientific ideas. Too students articulate thoughts and chall
soon our classrooms can settle into teacher - what is known (Morgan and Saxton 19
centered learning environments as we pose Supporting and sustaining curiosity, thr
questions and promote standard investi- questioning, helps build students' scien
gative techniques (Rothstein and Santana attitudes (Bruner 1996) and leads to im
2011). Over time, student enthusiasm and tant and compelling investigations that d
creativity ebbs. The scientific and engineer- on and build content learning (Harlen 20
ing practices we want students to internalize Of the eight scientific practices highlig
may become formulaic instead of truly be- ed in the Framework , the first is for stud

36 Science and Children '*"***

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to develop abilities to ask questions and define problems
(NRC 2012). Constructing a range of questions about an
object or phenomenon validates not only what students
have been doing since they were young, but models what
Process leading to investigate
scientists do with initial discoveries. Scientists do not questions.
ask a single question that leads to a prescribed method
for solving a problem, but construct multiple questions,
define problems, and conceptualize solution pathways.
They eventually design an investigation in light of obvi-
MAKE
ous constraints, such as background knowledge, funding,
equipment, competition, and research that is consid-
ered "acceptable." If students are to become proficient
OBSERVATIONS
in science, they need many opportunities to construct
questions and practice visualizing solution pathways.
But, how can we more fully and sustainably incorporate
student questioning into our units? How can we change
the dynamic of teacher-led questions still dominating our
science teaching?
I begin capturing and using my elementary science
methods students' interest in science with the following TURN
introductory questioning lesson. The lesson serves as a
model for how to incorporate students' questions into the
curriculum by using authentic observable items related OBSERVATIONS
to standards. For example, within the disciplinary core
concept Earth and Space Science (NRC 2012), a focus is
on Earth materials and systems. Students in K-2 learn INTO QUESTIONS
about materials and resources in the environment, while
grades 3-5 students look more deeply at materials and
processes and how they are affected by interacting Earth
systems. Materials such as soil, sand, rock, grasses, trees,
and water are common and familiar to most students and
can serve as the launching point for their own observa-
tions and questions within a unit on Earth materials and
systems. This introductory lesson is an intense effort to ( 1 )
support open-ended student questioning, (2) explore and
CLASSIFY
code the variety of questions asked about an object, and
(3) promote conceptual thinking about solving problems.
In several class periods, my students generate questions
QUESTIONS
about objects of interest to them. They practice how to
make and record observations, turn observations into
questions, review and consider the range of questions that
can be asked about an object, and identify investigable
questions (see Figure 1). This lesson ends with students
brainstorming ideas about how to answer a favorite inves-

IDENTIFY
tigable question through an investigation.

The Lesson
At the outset, to motivate interest and unpack and make
explicit students' ideas about science and scientific prob- INVESTIGABLE
lem-solving, a multidisciplinary set of unique objects are
supplied. The authentic objects reflect a range of stan-
dards within the Frameworks core ideas (Physical, Life, QUESTIONS
and Earth Sciences, and Engineering/ Technology) (Fig-

Summer 2013 37

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ure 2). As the curriculum progresses, the object choices
can be tailored to specific standards to support content
learning of core ideas. For example, as students begin to
learn about the structures and processes of organisms
Objects students could observe.
(Life Science), they could choose to observe and ask and
code questions about seeds, leaves, grasses, trees, weeds,
flowers, or bark.
When choosing objects to display, a number of safety
issues must be taken into consideration; (1) do not allow
/jv eating or drinking while handling items, (2) do not
/ ' ' store any obj ects in glass containers , ( 3 ) make sure
caution students do not drink from containers used in the
lesson, (4) do not include any liquids other than water, (5)
make sure students do not connect only the wire between
the battery's terminals because that circuit will get hot
(they need the bulb held between the terminal and wire
on one end of the battery), (6) be sure that plant material
is safe to touch, (7) use of animals or insects must follow
approved safety and handling protocols for the use of live
animals in the classroom, and (8) make sure students wash
• Apatite mineral
hands after handling the objects.
The multipart lesson is appropriate for students in • Balloon

grades 3 and up. Teacher modifications are necessary

• Bismuth (manufactured mineral; colored)
based on student grade and needs. The lessons activities
promote and support individual and group learning, peer • Bulb, battery, wire
assessment, and active learning. Prelessons focusing on
the skill of observation may be needed for some groups. • Compass
This introductory questioning lesson helps reveal in-
• Desert rose quartz mineral
dividual students preconceptions about what constitutes
good observations and how to construct investigable • Flashlight
questions. It opens a supportive dialogue as students talk
• Fur and glass rod
about their interesting object and reveal unique questions
and ideas for investigating it. Importantly, this lesson • Infrared thermometer "gun"
creates a supportive, student -centered environment that
highlights students' sense of wonder and serves as a model • Ivy plant
for incorporating student questioning into the yearlong
• Light-Up googly worm toy
curriculum.
• Magnet wheel and magnet

• Mirror
Part 1: Making and Sharing
Observations • Perpetual motion balls

Engage I • Pyrite mineral ^

Before class, •
lay out 12
Shells fl pair
objects on a large table (see Fig-
ure 2). Create a two •-column
Silly Putty H
data sheet (Observations and
• Thermometer H
Questions). Each student ^ I
two (see NSTA • Toy truck H
Connection). Gather six
• Trilobite fossil ■
sets crayons or markers.
groups
• Tuning fork and mallet H
Introduce stu-

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 Any Questions?

dents to the practice of generating questions by begin- umn). Remind students that they can write or draw in any
ning with an age -appropriate trade book that chronicles way they would like to effectively capture the essence of
the work of a scientist. There are numerous books avail- their object and that their observations will be reviewed
able on this theme; try searching the NSTA/Children sby their classmates.
Book Council's Outstanding Science Trade Books for
Students K-12 (see Internet Resource). Two titles thatExplore
make good choices for this lesson are: Young CharlesWith their observations in hand, students find their
Darwin and the Voyage of the Beagle (Ashby 2009)same object partner to informally compare observa-
and Crocodile Safari (Arnosky 2009) (see Resources). tions. Following a brief sharing time, students return
Houghton Mifflin also publishes the Scientists in theto their desks and place the observations face down
Field series, which is an excellent resource, highlight-under their object. Next, students roam around to
ing scientific research across the disciplines (check outfind a new object of interest to observe and sit at the
Saving the Ghost of the Mountain: An Expedition Among seat with that object. With a new data sheet, students
Snow Leopards in Mongolia ) (Montgomery 2009; see repeat the above steps. This time, however, students
Resources). Read the chosen book in small sectionssilently compare their ideas with those recorded on
while teaching this lesson, asking students to find andthe face-down data sheet on the desk.
articulate the scientists' questions. A poster- size list of
the scientists' questions can be recorded and revisited Explain
as the stories progress, which introduces students to the Students retrieve their first sheets and return to their
idea that while scientists generate a lot of questions, not original seats. With two sets of completed observations,
all can or will be pursued through an investigation. Stu- they discuss them in groups, practicing the skill commu-
dents' own questions about the topic under study cannication. Provide a short list of specific talking points for
also be added to the list and discussed. each student to answer:
Following the reading, ask students to come forward
• What did you observe?
and choose an object that interests them. Note that two
students (and only two) should choose the same object.• What did you like about the objects?
Before they return to their seats, instruct students to
• Explain one of neatest things you observed about one
begin observing and showing off their choices. Mingle
of your objects.
with the students, exhibiting curiosity and enthusiasm
for what they have chosen. Ask students to return to After all students have shared, have one student write
their seats to start recording initial observations of their down the group's answers to the question "What do you
objects on the data sheet (under the Observations col- think makes a good observation?" Each group will then
choose a spokesperson to share ideas from the small -group
discussion. The teacher can take notes on the board or
computer to capture and display student ideas. Conclude
with students volunteering to share a few of their obser-
vations with the class. Older students could be provided
Questions generated about a
with example observations of a new interesting object that
cactus plant. is displayed to critically discuss if they think the observa-
Searchable Questions tions are meaningful.
What kind of cactus is this?

Where does the cactus grow naturally?

Explore and Explain
For homework, students practice choosing an interest-
How big does this cactus grow?
ing object and recording observations about the object.
Does this cactus's flowers become fruit?
Students can bring the object to class if possible (or they
could bring an actual picture of themselves with the ob-
ject). This assignment provides a low-stakes opportunity
How much water is stored in a branch of this cactus? for families to support their student's learning as well as
What happens if we put this cactus in the shade? introduce objects of cultural significance to the teacher
What happens if we Overwater this cactus?
and class. Once in class, students try to match each oth-
er's observations to the real object or image. Homework
What materials can the spines on this cactus
is collected for a completion grade and not formally as-
sessed until after part 2 of the activity.
I What What What How Investigate much hap ens hap ens materials water Questions if if can we we is stored the Overwater put
r Summer 2013 39

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 ready to learn how to classify or code their questions.
Students first practice coding questions with a set of
example questions you have generated about the just
observed new large object in the front of the room.
Print example questions and cut them in strips (one
question per strip); each group should have the same
set of 6-8 example questions. Ask student groups to
organize the question strips based on whether they
could, with proper equipment, collect data to answer
the example question or if they could simply look up
or search for the answer. Review answers and label
Discuss student ideas. Model how to question groups as Investigable Questions (can
turn more of the observations into answer through data col-
questions, trying hard to ere- lection) and "Search-
ate a variety of question types, able" Questions (can
such as attention-focusing, answer by searching

ing, comparison, ac- two sets of question

problem-pos- types as a resource for
why ^^^^^JĒĒĒĒļĒĒļĒĒĒjK^
(Elstgeest 1985; Jelly Students return to their
1985) (see Resources). questions to code them as inves-
For example, an obser- tigable questions or searchable
vation about Silly Putty questions (see Figure 3, p. 39).
may be that its color is dark blue. A few Urge students to add ques-
questions that can be generated from that observation tions so that they have at least
include: Is all Silly Putty blue? Does blue Silly Putty actthree of each type. As a self- and peer-assessment, ask
the same way as other colors of Silly Putty? Or, if thestudents to review their questions with a classmate by
observation states that Silly Putty is stretchy, generated reading the questions aloud and highlighting those that
questions could be: What is in the Silly Putty that letsthey like best and those that they think they could find a
it stretch? How far can this Silly Putty stretch? Whatway to answer. Check in with student pairs as they work
happens if I try to stretch the Silly Putty quickly versusto assess understanding of the coding and how students
slowly? It's important to help students with wordingare reflecting on the usefulness of their questions.
of their questions, but not to throw out questions. Re-
member, this is an introductory activity, and students'Evaluate
questions become more sophisticated (moving fromThe activity ends with a student "gallery walk." Dur-
basic information gathering to questions that predict,ing the gallery walk, the students move around the room
apply, and plan) only by allowing opportunities to prac- writing down their ideas on large sheets of paper hung
tice generating questions. on the walls. The sheets are labeled Investigable Questions
It's now the students' turn to generate questions from or Searchable Questions. Students write one each of their
their part 1 observations. Students revisit observationsfavorite investigable and searchable questions. Note that
from the part 1 data sheet and some questions may fit in both categories.
create as many questions as Collect students' data sheets and assess for completion
they can. Students write and accuracy. Review gallery walk sheets to determine
^ the questions under the whole -class comprehension of generating and classifying
questions column. questions.
Students are now For homework, students generate and code questions
i based on their previous night's at-home observations.
Then, students choose a favorite investigable question
and brainstorm ideas for how they can answer it. Assess
homework for completeness and clarity of ideas.
Student brainstorming of how to answer an inves-
tigable question sets the stage for future lessons that ^ I

Children

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engage students in planning and
conducting scientific investigations. Connecting to the Standards
The Four Question Strategy hailed by This article relates to the following National Science
Cothron, Giese, and Rezba (2006; see Education Standards (NRC 1996):
Resources) can effectively guide students Content Standards
toward defining a problem and creating a Grades K-8
simple experimental design. The strategy con- ^
^ Standard A: Science as Inquiry
sists of asking four questions about the object: What
• Abilities necessary to do science inquiry
materials could you use to conduct an experiment on
National Research Council (NRC). 1996. National
science education standards. Washington, DC:
National Academies Press.
sure or describe the response of

Froschauer's collection (see Resources) is another great

source for teachers interested in learning more about the
variety of topics, approaches, and materials available for
students' science investigations.
Providing students with opportunities
Morgan, N., and J. Saxton.to
1994.gener-
Asking better questions:
ate their own questions does take extra
models , techniques andtime, and for engaging
classroom activities
formulating intrinsically motivated
students in questions
learning. Markham, takes
Ont.: Pembroke
practice. For many of my students,Publishers. these opportuni-

ties mark the first time their ideas

National and
Research questions
Council are forK-12
(NRC). 2012. A framework
integrated into the science lesson,
scienceand sometimes
education: their
Practices , crosscutting concepts, and
initial observations and questionscoreseem too simple
ideas. Washington, and
DC: National Academies Press.
broad. However, with practice, I learn
Rothstein, D., and L.how
Santana. to
2011. better
Make just one change :
support their efforts and theyteach learn
studentsthat their
to ask their ideas
own questions. Cambridge, MA:
and curiosities are valid and can Harvard lead
EducationtoPress.meaningful

science learning. ■
Resources
Tarin Harrar Weiss (tweiss@westfield.ma.edu)
Ash by, R. 2009. Young Charles Darwin is
and the voyage of the
an associate professor at Westfield
Beagle.State University
Georgia: Peachtree Publishers. in
Westfield, Massachusetts . Arnosky, J. 2009. Crocodile safari. New York: Scholastic Press.
Cothron, J., R. Giese, and R. Rezba. 2006. Students and
References research: Practical strategies for science classrooms and
Bruner, J.S. 1996. The culture of education. Cambridge, MA: competitions 4th edition. Dubuque, IA: Kendall/Hunt
Harvard University Press. Publishing.
Chin, C., D., Brown, and B. Bruce. 2002. Student-generated Elstgeest, J. 1985. The right question at the right time. In
questions: A meaningful aspect of learning in science. Primary science: Taking the plunge, ed. W. Harlen, pp.
International Journal of Science Education 24 (5): 36-46. London, England: Heinemann Educational.
521-549. Froschauer, L. 2012. A Year of inquiry: A collection for
Cohn, M. M., and R.B. Kottkamp. 1993. Teachers: The missing elementary educators. Arlington, VA: NSTA Press.
voice in education. Albany: State University of New YorkJelly,
Press.S. 1985. Helping children raise questions- and
Harlen, W. 2000. The teaching of science in primary schools.
answering them. In Primary science: Taking the plunge,
3rd ed. London: David Fulton. ed. W. Harlen, pp. 47-57. London, England: Heinemann
Educational.

Kulas, L. 1995. 1 wond er.... Science and Children 32 (4): 16-18.

Montgomery, S. 2009. Saving the ghost of the mountain: An
expedition among snow leopards in Mongolia (Scientists in
the Field series). New York: Houghton Mifflin.
NSTA Connection
Internet Resource
Visit www.nsta.org/SC1307 for a student sample and I
blank template of the two-column data recording L NSTA/Children's Book Council's Outstanding Science Trade
sheet. A Books for Students K-12

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