1. Asking questions (for science) and defining problems (for engineering)

Dimension 1: Practices

Asking Questions and Defining Problems

Below is the progression of the Science and Engineering Practice of Asking Questions and Defining Problems, followed by Performance Expectations that make use of this Science and Engineering Practice.

1. Asking Questions and Defining Problems

A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world works and which can be empirically tested.

NSTA

Primary School (K-2)

Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions

Ask and/or identify questions that can be answered by an investigation.

Define a simple problem that can be solved through the development of a new or improved object or tool.

Ask questions based on observations to find more information about the natural and/or designed world(s).

Elemenatry School (3-5)

Asking questions and defining problems in grades 3–5 builds from grades K–2 experiences and progresses to specifying qualitative relationships.

Ask questions about what would happen if a variable is changed.

Ask questions that can be investigated and predict reasonable outcomes based on patterns such as cause and effect relationships.

Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost.

Identify scientific (testable) and non-scientific (non-testable) questions.

Use prior knowledge to describe problems that can be solved.

Middle School (6-8)

Asking questions and defining problems in grades 6–8 builds from grades K–5 experiences and progresses to specifying relationships between variables and clarifying arguments and models.

Ask questions that arise from careful observation of phenomena, models, or unexpected results, to clarify and/or seek additional information.

Ask questions to identify and/or clarify evidence and/or the premise(s) of an argument.

Ask questions to determine relationships between independent and dependent variables and relationships in models.

Ask questions to clarify and/or refine a model, an explanation, or an engineering problem.

Ask questions that can be investigated within the scope of the classroom, outdoor environment, and museums and other public facilities with available resources and, when appropriate, frame a hypothesis based on observations and scientific principles.

Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

Ask questions that challenge the premise(s) of an argument or the interpretation of a data set.

Ask questions that require sufficient and appropriate empirical evidence to answer.

High School (9-12)

Asking questions and defining problems in 9–12 builds on grades K–8 experiences and progresses to formulating, refining, and evaluating empirically testable questions and design problems using models and simulations.

Ask questions that arise from examining models or a theory, to clarify and/or seek additional information and relationships.

Ask questions to determine relationships, including quantitative relationships, between independent and dependent variables.

Ask questions to clarify and refine a model, an explanation, or an engineering problem.

Evaluate a question to determine if it is testable and relevant.

Ask questions that can be investigated within the scope of the school laboratory, research facilities, or field (e.g., outdoor environment) with available resources and, when appropriate, frame a hypothesis based on a model or theory.

Ask and/or evaluate questions that challenge the premise(s) of an argument, the interpretation of a data set, or the suitability of the design.

Define a design problem that involves the development of a process or system with interacting components and criteria and constraints that may include social, technical and/or environmental considerations.

Ask questions that arise from careful observation of phenomena, or unexpected results, to clarify and/or seek additional information.

Ask and/or identify questions that can be answered by an investigation.

Define a simple problem that can be solved through the development of a new or improved object or tool.

Ask questions based on observations to find more information about the natural and/or designed world(s).

Asking questions and defining problems in K–2 builds on prior experiences and progresses to simple descriptive questions

Asking Questions and Defining Problems

Asking questions is a fundamental part of problem-solving. By asking questions, we can gain a better understanding of the problem and what needs to be done to solve it. Additionally, asking questions can help us to identify the root cause of the problem.

Once we have a good understanding of the problem, we can start to define it. This is important because, without a clear definition, it can be difficult to find a solution. By taking the time to define the problem, we can better target our efforts and arrive at a more effective solution.When we encounter a problem, it is important to ask questions in order to better understand it. This will help us to identify the root cause of the problem and come up with a more effective solution. Additionally, asking questions can help us to gain a better understanding of what needs to be done to solve the problem.

The first step is to identify the problem. Once we have a clear understanding of the problem, we can begin to brainstorm potential solutions. After we have identified a potential solution, we can start to implement it. By taking the time to ask questions and understand the problem, we can arrive at a more effective solution.We can then assess the solution to ensure it is effective, safe, and feasible. Finally, we can monitor the progress of the solution to determine if it is meeting its desired goal.

Goals

By grade 12, students should be able to:

• Ask questions about the natural and human-built worlds—for example: Why are there seasons? What do bees do? Why did that structure collapse? How is electric power generated?

• Distinguish a scientific question (e.g., Why do helium balloons rise?) from a nonscientific question (Which of these colored balloons is the prettiest?).

• Formulate and refine questions that can be answered empirically in a science classroom and use them to design an inquiry or construct a pragmatic solution.

• Ask probing questions that seek to identify the premises of an argument, request further elaboration, refine a research question or engineering problem, or challenge the interpretation of a data set—for example: How do you know? What evidence supports that argument?

• Note features, patterns, or contradictions in observations and ask questions about them.

• For engineering, ask questions about the need or desire to be met in order to define constraints and specifications for a solution.

National Academies of Sciences, Engineering, and Medicine. 2012. A Framework for K-12 Science Education: Practices, Crosscutting Concepts, and Core Ideas. Washington, DC: The National Academies Press. https://doi.org/10.17226/13165.

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Last updated:

August 15, 2023 at 4:33:17 PM

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