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.
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.
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.
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:
Is faeces a type of excretion?
The question led students to think about what excretion is. They came up with many other questions such as "Is faeces edible and is urine drinkable?" Students went on to find out the components of urine and faeces and whether they contained any useful nutrients that could be utilised by the human body.
Students started off the topic on enzymes with an experiment of yeast and hydrogen peroxide, but without knowing the contents of the experiment.
The enzyme catalayse in yeast cells catalysed the breakdown of hydrogen peroxide into water and oxygen gas, resulting in bubbles formed. Students were allowed to smell and hold the test-tube, and using their observations, they were asked to provide a hypothesis of the contents in the test-tube.