查看文章

Asking questions is an important scientific practice, and students around the world are expected to learn how to ask their own research questions while performing inquiry. In contrast to authentic scientific inquiry, in most simple inquiry tasks that are carried out in schools, the research questions are given to the students. Here, we characterized the teaching and learning of research-question-asking in the context of an innovative inquiry-oriented program for high-school biotechnology majors, focusing on two case studies of lessons in which students were expected to formulate their research questions.

In-depth examination of students’ questions, written during the two lessons, revealed that only in one of the lessons students’ ability to ask research questions improved. A connection was found between the more student-centered …