What makes a good inquiry question

Often, when we are working to fulfill some requirement or to achieve some goal, we do not stop to go deeper into the issues before us. We must give quick answers and solutions based on anecdotal data or on our hunches and intuitions. This is a normal way of approaching issues. For example: What is the mind? This is much too broad. Where would you start? How could you find an answer to this question?

This question could be refined to "How does the mind form short-term versus long-term memories? The question should be reasonable. This means that there should be credible information which you can use to research your question. This does NOT mean the question has to be in the area of science, but it does mean that you should take a scientific approach critical analysis in researching your question. For example: Do angels exist?

You might have difficulty finding information on this topic. Not to mention that it is a yes or no question. Why do people believe in angels in today's society? This type of question can be more objective and will allow you to elaborate more on your topic. Try to avoid or rephrase questions which have a premise.

What if you use this question as the basis for your research, only to discover that is isn't true? A better alternative might be: What influences the percentage of our brain that we use? This questions doesn't make any initial assumptions and leaves room for many possible alternatives. Make sure you have defined all the terms in your question so you know exactly what you are asking. If you are using subjective terms such as "latest" or "most recent", be sure to define exactly what you mean by this.

For example, "most recent" as in the lst century? A new question can be asked once all your information is gathered. A good inquiry never really completely ends. It should trigger new questions and things you are curious about.

S forces? Discussion Questions After reading this resource, let the following questions guide your thinking as a team: What significant historical events, places, groups, and individuals are at the center of the content we teach? With a focus on these significant events, places, groups, and individuals, what questions have the potential to generate classroom discussions that help students revise, refine, or clarify thinking?

How can we help students include information from the texts needed to frame a response into the discussion? What questions might engage students in doing the hard work of historical inquiry? About the Author Stan Pesick taught U. Oakland, CA info lessonresearch. The Lesson Study Group. Why Lesson Study? Prepare 1. Study 2. Plan 3. Teach 4.