Reflection: Discourse and Questioning Understanding Chemical Reactions - Section 2: Group Discussion


The process of questioning is important because it promotes student voice and critical thinking. The process of asking questions acts as a catalyst for more sophisticated learning because student own the question; therefore have a more vested interest in the research process.  When students take ownership of the research they often times will believe they are performing authentic research which leads to authentic learning.  Eventually students prioritize and focus on the kinds of questions they are asking, when this happens thinking narrows and starts to focus on analyzing, assessing, comparing, and synthesizing information.  

Finally as they reflect on what they have learned about the questioning process, students are engaged in metacognition and start to understand why they are thinking the way they think.  This provides the final step in ownership of learning and provides students with a "personal learning key" to unlock critical thinking skills. Students who learn to use these thinking abilities become better questioners, thinkers, and problem-solvers.

This type of questioning has been called Question Formation Technique (QFT) and is derived from Rothstein, D. and Santana, L.  October 2014.  Educational Leadership.   Instruction that sticks:  the right questions; 72 (2). 

  Scientific Questioning Day 2
  Discourse and Questioning: Scientific Questioning Day 2
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Understanding Chemical Reactions

Unit 3: Unit 5 Chemical Reactions
Lesson 3 of 13

Objective: SWBAT model, identify and balance chemical reactions demonstrating the Law of Conservation of Mass.

Big Idea: Explore how to read a chemical equation and count atoms.

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