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  Home > JCE Print > Journal of Chemical Education > Issues > 2005  > August  >
In the Classroom
Doing Science and Asking Questions II: An Exercise That Generates Questions
Catherine Hurt Middlecamp
Department of Chemistry, University of Wisconsin–Madison, Madison, WI 53706

Anne-Marie L. Nickel
Physics and Chemistry Department, Milwaukee School of Engineering, Milwaukee, WI 53202

Cover
August 2005
Vol. 82 No. 8
p. 1181
Abstract
Given the importance of questions in science, it is critical that students learn to ask questions as well as learning to answer them. This paper describes a classroom exercise to help students better ask their own questions. It has been classroom-tested in multiple formats and has also been used for curriculum development workshops for faculty. This exercise in creating questions can be easily customized to suit different instructional contexts; some variations are outlined. More broadly, this paper also discusses the pedagogical significance of questioning, raising four salient points: (1) learners are more likely to have a personal interest in the questions they raise; (2) questions can serve as entry points for issues relating to ethnicity and gender; (3) questions give control to the person who asks them; and (4) questions can challenge existing structures, categories, and norms.
More Information
*  Citation
 Middlecamp, Catherine Hurt; Nickel, Anne-Marie L. J. Chem. Educ. 2005 82 1181.
*  Keywords
 Collaborative / Cooperative Learning; Curriculum; Enrichment / Review Materials; Professional Development
*  History
 Created:
Last Updated:		 July 5, 2005
July 12, 2005
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