In order to trigger students' thinking, this teacher posed an overarching inquiry question (which lacks a conclusive theory) to them and tasked them with formulating their own theories about the question.
This teacher posed a broad inquiry question about faeces to her students, to incite their interest (the topic of faeces can be amusing to students) and trigger their thinking about the digestive system.
This teacher used an experiment involving yeast and hydrogen peroxide to prompt her students' curiosity in the concept of enzymes and enzyme activity.
In teaching her students about cells, this teacher used a diagram of a micro-organism which contains features of both animal and plant cells, and which her students have never seen before, to stimulate their thinking and generate curiosity.
This teacher used her students' inquiries on the syllabus content to sustain their curiosity in the topic of migration in 19th century Singapore.
This teacher used the syllabus content to trigger students' inquiry learning; he selected one student's question to be the over-arching inquiry question for the topic on colonial Singapore before WW2.
Two teachers got their respective students to conduct an experiment on extracting DNA from strawberries, so as to incite their curiosity and interest in the topic of cells and DNA.
This teacher piqued his students interest in the topic of acids and alkalis in two ways: first, by asking them to bring substances which they thought was acidic or alkaline to class; secondly, by getting students to conduct an experiment using dragonfruit juice.
This teacher introduced the topic of Environment to her students by first showing them 4 pictures to invoke their curiosity, then later on showing them a video to further engage their interest.
This teacher used two types of trigger experiments to get his students interested in the topics of sources of food and food production. Subsequently, based on students' ensuing questions, he showed his class two videos that he felt could answer their questions.
This primary 6 science teacher used a video on wildlife to trigger students' interest and discussion on the topic of adaptations.
This primary 3 English teacher used videos of Crime Watch episodes to trigger her students to think and wonder about the notion of crime.
This primary 4 science teacher used two experiments to prompt her students to think about the mass and compressibility of liquids.
This primary 3 science teacher used an experiment to spark her students' curiosity on the characteristics of magnets
This primary 4 science teacher used three different videos to prompt her students' thinking and generation of ideas on the concept of heat energy
This secondary 3 History teacher assigned his students different roles of key players in WWI (i.e., role playing) to get them to think about, and generate diverse ideas, on the causes of WWI.
These primary 4 English teachers used a video to set off students' thinking about the topic of healthy and unhealthy foods.
Both Melvin and Ellie tasked their Secondary 1 History classes with posting questions on Chapter 3 and 4 and then choosing the inquiry question for their classes. These are the inquiry questions the classes worked on.
To view, click on the inquiry question.
- Why weren’t the people in Singapore being caught when they smoked opium in the 19th to early 20th century?
- Was life tougher during the 19th and early 20th century or was life tougher during WWII?
- 1C - Was life tough under British rule?
- Was Singapore an attractive option for the poorer immigrants to come during the 19th century? Why?
- Why did Singapore become a prosperous and busy port in the 1900s?
Students were interested in the inquiry question: Do gummy bears float in water?
Joyce first allowed students to make their conjectures and support it with reasons. Subsequently, some gummy bears were observed to float while others sank, leading to students’ ideas coming thick and fast about the structure, components and weight of the gummy bear as reasons to justify their observations.
Instead of menstruating every month, why is the uterine lining (endometrium) not sustained continuously throughout the life of a woman from puberty to menopause?
The theory formulated by Crystal, the teacher, is that it would require a lot of energy to sustain the endometrium continuously, and from an evolutionary point of view, this is not very efficient for the body.
In order to guide students towards an explanation for this question, Crystal provided guiding questions: Why do women undergo menstruation? What is the uterine lining used for? What causes the uterine lining to grow and thicken? Why can the uterus be a good environment for bacteria to grow? How can it affect the woman when microbes grow in the uterus?
Here is the KF view generated: