This chapter was on effective questioning within the inquiry based classroom. I found it to be helpful in explaining the best time to ask certain questions and what types of questions to ask before, during and after the inquiry process.
It went into great detail about the types of questions to ask at the different stages of the inquiry process so that the students would get the most out of each stage of the learning process and that they would feel their contribution is important. I liked the fact that this chapter mentioned discrepant events, something which I feel is vital to the science classroom. This is where we get the students engaged in the process and is so important. If they are not engaged initially, we have already lost them.
I also enjoyed how the chapter gave so many different examples of types of questions to ask and what to ask at the different stages. It is important that we as educators know the type of questions to ask, when to ask them and how to phrase them.
Finally I enjoyed how this chapter talked about acknowledging each student response in a positive way, never discouraging a student about answering in the future. It is important that we solicit all ideas of our students and can list them on the board. This could stimulate another students thought process and enable them to come to a 'conclusion' when they didn't have an answer before. This is so important because it will help students feel that their thoughts are valued and important to the class. We want all students t be engaged throughout the process, not just the majority. Finally, NEVER Make a student feel like their ideas are being judged or we will discouraged them from wanting to participate in the learning process, not what we want for them at all.
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