Abstract
In our science learning and teaching environment, how often do we present science as a body of facts, or at best, a compendium of knowledge to which we can add more information, if we ask the “right” questions? In reality, the nature of science is significantly more complex, and the number of iterations we go through to resolve a given inquiry is often considerable. Similarly, how often do we vocalize the hope that our students will develop critical thinking, yet in reality, encourage only logical, linear thinking? Would science become more inclusive if we actually encouraged creative and divergent thinking in addition to logical-analytical thinking? Instead of “What?” can we ask “What if?” or even better, “What if not?” How might we begin to create learning environments where students themselves generate questions that facilitate deeper learning?
Highlights
Why is the sky blue? Why is the sea salty? Where does the sun go at night?These are just a smattering of the questions you likely asked as a 3-year-old, and the point at which the inquiry base between us and our students began
We develop questions, which we seek to answer under the umbrella of the accepted paradigm
If asked, we likely indicate that we would like our students to show a love of learning and engagement with the material
Summary
These are just a smattering of the questions you likely asked as a 3-year-old, and the point at which the inquiry base between us and our students began. Students do need to build on previous developments and understandings in their disciplines, and they certainly need to learn the language and fundamental concepts of the discipline, so that a common discourse, and a shared meaning is possible. We certainly will claim that we expect our students to become effective problem-solvers, yet we seldom give them real, meaningful problems to consider How can they really understand, when we neither model questioning nor encourage them to ask questions themselves, or even consider questioning their readings, notes, or our lectures? What follows is a number of ways in which I have attempted to re-awaken the thirst for discovery and meaning from a scientific perspective This is not at all intended as an exhaustive compilation of ideas, but rather a starting point from which to springboard. Our teaching habits in science and beyond may read like this: we lecture, often for 50 minutes straight; we often test for factual recall; we give “dull,” irrelevant assignments; and we do not share with our students
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