SEP: Asking Questions and Defining Problems
The Science and Engineering Practices (SEPs) are designed to develop student's deeper understanding of science by engaging in the actual work of science and engineering. One of the eight SEPs requires students to ask questions and define problems.
Students at any grade level should be able to ask questions of each other about the texts they read, the features of the phenomena they observe, and the conclusions they draw from their models or scientific investigations. For engineering, they should ask questions to define the problem to be solved and to elicit ideas that lead to the constraints and specifications for its solution (NRC Framework 2012, p, 56).
With our instructional practice shifting, we should be providing many opportunities for students to ask questions within our curriculum These questions can not only be used to foster engagement, but can help drive instruction and promote concept attainment. In the video below, a teacher from Montana explains the SEP: Asking Questions and Defining Problems.
Cari WIlliams is a Teacher on Special Assignment (TOSA) for the Tustin Unified School District in Southern California. She holds a MS in Instructional Design and Technology from Cal State Fullerton and works on the side as a consultant writing science and STEAM curriculum and training teachers. After working for 12 years in the classroom as a middle school science and STEAM teacher, she transitioned into the role of Digital Learning Coach in 2013. In this role, Cari helped teachers innovate curriculum and shift pedagogies through the integration of educational technologies and practices found within the NGSS. Her most current work as a TOSA is focused on engineering design in robotics, computer science, and makerspaces. She is an official VEX Robotics event partner hosting tournaments for teams from around Southern California as well as leading 28 robotics programs servicing over 100 teams in the Tustin Unified School District. Although her expertise has taken her deep into STEAM education, she remains passionate and engaged in helping teachers transition to the NGSS through participating as a Science Peer Review Panelist for Achieve and acting as a Professional Learning Facilitator and Instructional Coach in-training for NSTA.