Process Questions

Process Questions

1. Questioning guiding the inquiry process

2. The Knowledge Compass (Research Safari) (McIlvenny, n.d.)

   • 2. Locating: Creating questions around how to find and source information
     • Students considered and used questions on the topic of locating sources in Activity 4, where they were asked to question how will we explore the questions we have created? How will we find information to answer our questions?
   • 3. Selecting: Creating questions around the topic of how to select information
     • These types of questions are not posed or explored in the unit
   • 4. Organising: Questioning based around how students will organise information
     • These types of questions were not posed or explored in the unit
   • 6. Evaluating: Using or creating questions to evaluate information, sources and learning sucess
     • Students are not given any opportunities to explore, use or pose evaluative questions
   • 1. Defining : Creating or using questions to define the purpose or topic of inquiry
     • Students use the defining questions ' what do you know and what do you want to know to define their prior knowledge and interests on the topic of their school's history, in Activities 1 and 4 when contributing to the think, puzzle, explore chart.
   • 5. Presenting: Using or creating questions about how to present information or learning
     • Students are not given opportunities to pose or use questions about presenting information anywhere in the unit

3. The inquiry model- The Australian Curriculum (8.2) HASS (Year 2) Inquiry and Skills (ACARA, 2016)

   • Communicating : Questions about how students could share and communicate understanding of information
     • Questions considering the concept of communication are not generated or used in the unit
   • Research: Questions based around data and sources of information
     • Questions about data and sources of information are not asked or generated within the unit
   • Analysing : Questions based around exploring and examining point of view, interpreting data and comparing the past and the present
     • Students are provided with the opportunity to question how has a location/ place changed or remained the same overtime in Activity 6 when comparing two photographs of the same location at different times in a Venn diagram
     • Opportunities to examine and analyse points of view and data interpretation through questioning are not given to students anywhere in the unit
   • Evaluating and Reflecting: Questions based around drawing conclusions or reflecting on learning and the importance of caring for places
     • Nowhere in the unit students are given opportunities to use or generate reflective questions or questions about drawing conclusions
   • Questioning: Creating or using questions questioning the questions posed
     • Within the unit students are not given the opportunity to question their own questions or the questions of others