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9/12/12

EDCI488D Week 3. 9/12/12. Lingering questions on questioning. “Are there certain topics in science that inquiry teaching works better in than others?”

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9/12/12

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  1. EDCI488D Week 3 9/12/12

  2. Lingering questions on questioning • “Are there certain topics in science that inquiry teaching works better in than others?” • “The article seems very adamant about which types of questions are good and bad (convergent ones are bad, divergent ones are good), I would think there would be exceptions to this rule though. Are there?” • “What are the disadvantages to inquiry teaching besides just implementing the strategy incorrectly?”

  3. CONVERGENT QUESTIONS • Have a goal in mind, a specific answer • Useful under time constraints or in larger classes • Associated with univocal discourse • Able to gauge student understanding • Easier to grade/operationalize • Associated with the kind of information you get out of a textbook • More comfortable for students, know if you got it right (looking to instructor for evaluation) • Example: What are the steps of photosynthesis? DIVERGENT QUESTIONS • Broad, less focused, answers can go anywhere • Useful as icebreakers or introductions • Associated with dialogic discourse • Can understand what students are thinking • Able to grade, but require students to uphold a particular standard in responses • Associated with synthesis, more depth • Bring more students into discussion • Unsure for students, wishy-washy • Example: Come up with a set of rules for energy flow.

  4. Interviews • Think about the questioning – which are convergent? Which are divergent? How did interviewees respond in each case? • Think about the substance – what are interviewees’ ideas about the phenomenon?

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