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Doing Science and Asking Questions: An Interactive Exercise

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Catherine Hurt Middlecamp and Anne-Marie L. Nickel

Department of Chemistry, University of Wisconsin-Madison, Madison, WI 53706

J. Chem. Educ., 2000, 77 (1), p 50

DOI: 10.1021/ed077p50

Publication Date (Web): January 1, 2000

Abstract

Doing science involves both asking good questions and answering them. An interactive exercise to reveal more about the nature of scientific questions was developed in a graduate seminar on teaching chemistry. The exercise is applied, with variations, to a large introductory chemistry class. Larger issues are raised about the nature of questions in science, including how the design of a question influences the data, how different people ask different questions, and why some questions may not get asked.

Keywords (Audience):

High School / Introductory Chemistry

Keywords (Pedagogy):

Collaborative / Cooperative Learning

Keywords (Subject):

Nonmajor Courses

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Citing Articles

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This article has been cited by 2 ACS Journal articles (2 most recent appear below).

Doing Science and Asking Questions II: An Exercise That Generates Questions
Catherine Hurt Middlecamp , Anne-Marie L. Nickel
Journal of Chemical Education2005 82 (8), 1181
- Doing Science and Asking Questions II: An Exercise That Generates Questions
  Catherine Hurt Middlecamp , Anne-Marie L. Nickel
  Journal of Chemical Education2005 82 (8), 1181
  Given the importance of questions in science, it is critical that students learn to ask questions as well as learning to answer them. This paper describes a classroom exercise to help students better ask their own questions. It has been classroom-tested ...
  Abstract | Hi-Res PDF | PDF w/ Links
A Model for Substantial Deviations from the Traditional Lecture Format for Graduate and Upper-Level Undergraduate Courses in Science—Lecture and Learning Classes
John Allison
Journal of Chemical Education2001 78 (7), 965
- A Model for Substantial Deviations from the Traditional Lecture Format for Graduate and Upper-Level Undergraduate Courses in Science—Lecture and Learning Classes
  John Allison
  Journal of Chemical Education2001 78 (7), 965
  This paper describes the process through which a standard-format graduate lecture course was modified to a course with two 75-minute sessions per week: a formal, extended lecture day and a "learning day", the latter being a period dedicated to working ...
  Abstract | Hi-Res PDF | PDF w/ Links