Asking a Good Question Teachers allow students to brainstorm a list of questions for inquiry as to the structure and function of the selected aquatic ecosystem. The teacher will augment the list and should be flexible enough to allow students to select some other question, so long as it is of interest to both the teacher and student. Further, by continuing to study the same systems from year to year, a database of knowledge can be generated, as in a scientist s ecological research project, and both natural and anthropogenic disturbances can be assessed. Unlike the STS approach, in the proposed blueprint the teacher guides the inquiry and can ensure that the research compliments the course content objectives. Following the demonstration and for a few night s homework, students propose an experimental design addressing their selected question.
Students can earn points throughout the research process.
Instead of attempting to assign a traditional grade to the student s final product, teachers and students negotiate points and students earn points for each step in the experimentation process. In either case, teachers must show a positive attitude in order to maintain student enthusiasm. Most of the research performed by students can usually be done outside of class, or at least outside of classtime. Teachers should maintain a research notebook to keep track of student negotiations, due dates, and important details of the research. Long term projects, i.e., those lasting more than two months and up to several years, can be performed so long as students and teachers are creative in negotiating point requirements.