Questioning in Inquiry:
Ice Balloons
One of the most powerful ways
for students to learn science is
through questions grounded in
their own curiosity.
Ice Balloons
The
Cold Hard Facts:
Student Questions in
Inquiry
Questioning in Inquiry:
Ice Balloons
Presenters
Laurie Jenkins
Supervisor, MCPS, OEEP
Bill Kraegel
OEEP Coordinator, MCPS
Questioning in Inquiry:
Ice Balloons
By the end of this session, participants will:
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develop techniques which encourage
students to ask questions
identify questions which promote inquiry
use strategies to transform questions into
testable questions
Questioning in Inquiry:
Ice Balloons
Let’s start!
– Make observations and brainstorm
questions…lots!
– Write one question on each card
– Try to create 20 or 25 questions!
Questioning in Inquiry:
Ice Balloons
Next step:
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Select one question to investigate right here!
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Do the investigation!
Questioning in Inquiry:
Ice Balloons
Reflection Time:
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Newsprint: Identify the characteristics that
made this question a good one to investigate.
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Reporter: Share out the groups’ question,
findings and the characteristics that made
this a good question.
Questioning in Inquiry:
Ice Balloons
Now that we know what a testable
question is:
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Divide the question cards into ones that are
testable and ones that are not.
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Are there any additional characteristics that
these testable questions have in common
that we missed?
Questioning in Inquiry:
Ice Balloons
Turning a question into a Testable Question!
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Choose one of the non-testable questions
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Convert it into a testable question
Questioning in Inquiry:
Ice Balloons
So, how did you do it?
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Newsprint: List strategies that were used to
turn the non-testable question into a testable
question
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Share strategies
Questioning in Inquiry:
Ice Balloons
Examples of Testable and Non-Testable Questions
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What is the affect of different light intensities on the
temperature of soil?
Why do leaves turn red?
Why do ducks face the same direction on ponds?
What soil types absorb water the best?
Do caterpillars prefer new or old leaves?
Why do puddles disappear?
Does moss really only grow on the North side of a
tree?
Questioning in Inquiry:
Ice Balloons
Summary
Outcome 1: develop techniques which encourage
students to ask questions
To encourage inquiry, allow students to observe and
brainstorm questions – any and all! I wonder…
Questioning in Inquiry:
Ice Balloons
Summary
Outcome 2: identify questions which promote inquiry
Testable questions have one variable that can be
manipulated by the scientist and another that can be
measured. Resources are important!
Questioning in Inquiry:
Ice Balloons
Summary
Outcome 3: use strategies to transform questions into
testable questions
Non-testable questions can be converted into testable
questions by scanning the question/topic for two
variables: one that can be manipulated and one that
can be measured. Quick starts: change the why’s
into how’s, or what is the affect of ….
Inquiry in OEEP

How can you use these skills with your students
to encourage inquiry in outdoor environmental
learning? What are the challenges?
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How can you use these skills with our students to
incorporate STEM subjects?
Questioning in Inquiry:
Ice Balloons
Integration of the 5 E’s: The cycle
Engage
Explore
Explain
Elaborate
Evaluate
References on Inquiry
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Exploratorium Institute for Inquiry
http://www.exploratorium.edu/IFI/docs/Raising_Questions.pdf
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Wolf, Dennis Palmer. The Art of Questioning.
Academic Connections, Winter 1987 p. 1-7.
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The 5 E’s – Resource:
http://faculty.mwsu.edu/west/maryann.coe/coe/inquire/
inquiry.htm
That’s All Folks!
Thank you for your participation!
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How can we use this skill with our
students to encourage inquiry?
Three kinds of inquiry:
»Structured
»Guided
»Open