Finding and narrowing a research topic is a daunting task for many students. While faculty and librarians agree that research questions are important, relatively little has been written about teaching students to formulate effective questions. How can we help students develop this skill and begin to value exploration in the research process?
Inspired by the knowledge practices and dispositions of the Research as Inquiry frame, we have designed a lesson plan that successfully engages students in the iterative process of writing an effective research question. This three-part lesson begins with helping students move from big ideas to manageable topics, then models how to evaluate research questions, and ends with peer- and self-assessment of the students’ own questions to encourage application of metacognitive skills. This lesson aims to help students develop a question that is both interesting and meaningful while maintaining an open mind about the answer.
Throughout this interactive presentation, we will share how we’ve collaboratively navigated the successes and failures of teaching students to write effective questions. We will discuss our methods for engaging students in the classroom and thoughts we have for the future of this lesson plan. Attendees will leave with adaptable ideas and activities that they can incorporate into their own classrooms.
