Chapter 7

In Dimension 1—Scientific and Engineering Practices, asking questions for __________ and defining
problems for ____________ is the first element in the Framework for K—12 Science Standards (NRC,
2011).

One of the most important roles of the teacher in an inquiry science classroom is to:

Teachers who teach science as inquiry ask questions to:

Which of the following statements was NOT found to be true according to researchers who conducted a series of observations of science teachers' questioning behaviors?

Formative assessments that are lesson-embedded rely on the teacher’s use of:

Which of the following is NOT a classification of questions:

Which of the following statements is NOT descriptive of open-ended questions?

Which of the following statements is NOT descriptive of closed questions?

“How many of you observed your mealworm last night”? is an example of which type of question?

“What is the mineral make-up of the igneous rock granite?” is an example of which type of question”?

“How would you design an investigation to find out if mealworms prefer to eat potato or apple slices”? is
an example of which kind of question?

“What are some things you noticed about the way the moon looked in the sky last night?” is an example of:

“When the moon rises in the east at sunset, what is its phase?” is an example of:

“What are the possible explanations for the broken egg on the ground?” is an example of

Teacher: What did you do to make the bulb light?
Student: I put a wire from the battery to here, and I put a wire from the other end of the battery to the
bulb.
Teacher: One wire on the side of the bulb and one wire on the bottom with the wires touching each end
of the battery. A complete pathway or circuit is formed

What type of response did the teacher give?

Teacher: Why did you need to touch the side and the bottom of the bulb to complete the pathway?
Student: Maybe it had to do with how the bulb is wired inside.
Teacher: Very good thinking.

What type of response did the teacher give?

Teacher: How do you think the wires are connected on the inside of the bulb?

What type of response did the teacher give?

If you want to promote fact recall you should ask:

“How do your findings compare with the rest of the class?” would be most appropriately used at which 5-E phase?

“What do you know about _______?” would be most appropriately used at which 5-E
phase?

“What data are you collecting?” would be most appropriately used at which 5-E phase?

“Considering what happened, how has your thinking about this changed?” would be most
appropriately used at which 5-E phase?

“Do you expect the same results if you use different objects?” would be most
appropriately used at which 5-E phase?

“What patterns do you find in your data?” would be most
appropriately used at which 5-E phase?

Accountable talk is discourse that:

Which of the following statements is NOT part of the formative assessment scaffolding “feedback loop”?

You discover that many of the students in your class have never been to the beach. The question ”What do
you experience when you wade out into the ocean?” is probably:

Productive questions developed by the teacher to scaffold learning and inquiry must:

Discussing differences in observations with numerical data reported by groups gives your students an
opportunity to:

Questions that focus on interpretation and explanation should be:

Most teachers wait less than a second for a student to respond after asking a question. Researchers suggests
that more appropriate wait-time for thoughtful student response is a least: