Choosing a theme

Answer the questions to help clarify your ideas about the processes of selecting a theme and that contains topics that are suitable for investigation. Choose the best answer, but some questions may have more than one correct alternative.

Question 1

Constructing a mind map can help:

  1. students to be aware of them many dimensions that are part of a theme
  2. students discover an area of interest within the theme
  3. students to eventually develop a viable hypothesis
  4. students all develop the same topic and hypothesis
Feedback:
  1. That is correct, but there may also be other correct answers.
  2. This is correct, but there may also be other correct answers.
  3. That is correct but there may be other correct answers. Developing a viable hypothesis is a very complex task. The first step is to select an area of interest within the theme. Students may need a lot more support to develop an hypothesis that is able to be tested within the confines of a classroom. It also must be one to which they do not already know the answer.
  4. Topics to be investigated should be based around a theme that is common to the class. Student engagement will increase if they have had a significant role in choosing their own topic and question for investigation. This means that there may be many different topics and questions being investigated across the class.

Question 2

A theme for the development of questions for scientific investigation should be:

  1. a topic that is currently being studied by the class
  2. a broad organiser that can relate to topics being currently taught
  3. a question to which the student wants to know the answer
  4. the title of a COGS unit
Feedback:
  1. A theme is a broad organiser that generally goes beyond a single class topic.
  2. Well done. The theme needs to be sufficiently broad so that students can choose questions which personally interest them.
  3. Student investigation questions will all relate to a common theme. This helps the mentors to refine and clarify the student investigation. It also helps the teacher to draw out links to the applications and implications of the science.
  4. Some COGS topics provide a useful framework for scientific investigations, while others are more suited to other types of investigations.

Question 3

The theme chosen around which the scientific investigation questions will be developed may:

  1. also help students to develop literacy skills
  2. also help student to develop a range of numeracy skills.
  3. also help students to develop some skills of using technology or designing and making.
  4. include all of the above
Feedback:
  1. Researching the theme and reporting the investigation will support the development of a range of literacy skills. Other answers may also be correct.
  2. Tabulating and graphing data are useful skills that are often developed in scientific investigations. Other answers may also be correct.
  3. Scientific investigations may involve the construction of a particular device and then its testing based on nominated criteria. Other answers may also be correct.
  4. If the theme is carefully chosen, the questions that are selected for investigation should promote a wide range of skill development.

Question 4

When brainstorming ideas and mind mapping around a theme for scientific investigation it is important to:

  1. clarify student ideas
  2. expand student ideas
  3. make links between related ideas or concepts
  4. carry out all of the above
Feedback:
  1. It is important that there is clear understanding of the links to a theme. Other things may also be important.
  2. Students need time and prompts to ensure the theme is sufficiently expanded to engage all groups. Other processes may also be important in the brainstorming process.
  3. Drawing out the links between concepts is important as it helps to expand the possible choice of questions. There may also be other things that are important.
  4. The brainstorming/ mindmapping process is complex. It is a juggling act to keep the creative ideas flowing, yet make sure the students have a clear understanding of the constraints and possibilities of the theme.

Question 5

Expanding the theme into many related topics in a mind map may require:

  1. Prompting questions such as "any other ....."
  2. The teacher to draw out or explain links between topics within the theme.
  3. Clarifying students' thinking
  4. all of the above
Feedback:
  1. Teachers may need to use their broad understanding of the theme to ensure that it is fully expanded to give sufficient choice of areas of interest for all students. There may also be other requirements of the mind-mapping process.
  2. Drawing out the links between topics within the theme may greatly assist student understandign and their generation of ideas for investigation. This process is invaluable, but there may also be other requirements.
  3. It is important that students' ideas are accepted and incorporated into the mind map so that they can choose a topic which engages them. There may be other requirements of the mind-mapping process.
  4. Brainstorming and mind mapping is a tried and tested way to help students to develop topics for investigation. It is a complex and demanding task for the teacher. Scientist mentors may help students who do not initially succeed in coming up with a topic or questions for investigation. The Young Scientist website may also help you to come up with suggestions for students who are struggling.

Solution

© State of New South Wales, Department of Education and Training 2008