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Asking Scientific Questions

Asking Scientific Questions

TEKS Objective

The student is expected to plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions.

Essential Understanding

The student uses scientific inquiry methods during laboratory and outdoor investigations.

Science Background

Scientifically Testable Questions: National Institutes of Health (website) - Scroll to section 6.2 on this page for useful background information on testable science questions.

Scientifically Testable Questions
National Institutes of Health, http://science.education.nih.gov

Science Fair Central: Discovery Education (website) - Explanation of testable questions and their critical role to scientific investigation, with examples of test questions related to a variety of potential elementary school activities.

Science Fair Central
Discovery Education , http://school.discoveryeducation.com

Signature Lesson

Working with Questions: National Institutes of Health Science Education (website) - Students learn what makes questions testable. Then they read short scenarios; plan and implement their own investigations, asking well-defined questions about what they have read; and identify evidence and equipment needed toincluding answer their investigation questions.

Working with Questions
Institutes of Health Science Education, http://science.education.nih.gov

Supporting Lessons

Using Testable Questions to Teach Motion and Forces: NSTA (website) - This article uses an activity on force and motion to illustrate how the “Activity Before Concept” method of science inquiry can help students understand the concept of testable questions, and to write, use and answer testable questions of their own.

Using Testable Questions to Teach Motion and Forces
NSTA, http://www.nsta.org

Elaboration Lessons and Extensions

Investigating How to Create a Stronger Electromagnet: Minnesota Science Teachers Education Project (website) - In this guided inquiry-based lesson, students investigate strategies for producing a stronger electromagnet. They begin by writing a testable question for their investigations and then conduct their experiments to test the hypotheses.

Investigating How to Create a Stronger Electromagnet
Minnesota Science Teachers Education Project , http://serc.carleton.edu

Assessment Ideas

Place students into groups of four and have each group create a list of at least 25 science questions. Have groups cut their questions into strips and divide the questions into one of three categories: testable, not testable, and researchable.

Literature Connections

What If: Mind-Boggling Science Questions for Kids. Ehrlich, R. (ISBN-13: 978-0471176084)

How Come? Every Kid’s Science Questions Explained. Wollard, K. (ISBN-13: 978-1563053245)

Related Science TEKS

(4.1A) Science Safety
The student is expected to demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations.

(4.1B) Recycling/Disposal of Science Materials    
The student is expected to make informed choices in the use and conservation of natural resources and reusing and recycling of materials such as paper, aluminum, glass, cans, and plastic.

(4.2A) Plan and Implement Descriptive Investigation   
The student is expected to plan and implement descriptive investigations, including asking well-defined questions, making inferences, and selecting and using appropriate equipment or technology to answer his/her questions.

(4.2B) Collect Data
The student is expected to collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps.

(4.2C) Graphs, Tables, Charts    
The student is expected to construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data.

(4.2D) Analyze Evidence and Explain   
The student is expected to analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured.

(4.2E) Value of Repeated Experiments    
The student is expected to perform repeated investigations to increase the reliability of results.

(4.2F) Communicate Conclusions    
The student is expected to communicate valid, oral, and written results supported by data.

(4.3A) Analyze, Evaluate and Critique Explanations   
The student is expected to in all fields of science, analyze, evaluate, and critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking by the student.

Related Math TEKS

4.14B   The student is expected to solve problems that incorporate understanding the problem, making a plan, carrying out the plan, and evaluating the solution for reasonableness.

4.14C   The student is expected to select or develop an appropriate problem-solving plan or strategy, including drawing a picture, looking for a pattern, systematic guessing and checking, acting it out, making a table, working a simpler problem, or working backwards to solve a problem.

4.14D  The student is expected to use tools such as real objects, manipulatives, and technology to solve problems.

4.15A  The student is expected to explain and record observations using objects, words, pictures, numbers, and technology.

Additional Resources

Choose a Project Idea: Discovery Education (website) - Students choose from a wide variety of testable questions related to plants and animals to serve as a basis for their own experiments and/or science fair projects. Includes guidance for investigating each question, including key issues to consider.

Choose a Project Idea
Discovery Education , http://school.discoveryeducation.com

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