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1、原文题目：Using“Whatif..”questionstoteachscienceAbstractWiththewideningknowledgebasestudentswillneedtobemoreflexibleintheirlearninghabits.Traditionally,teachingschoolscienceofteninvolvesteacher-centredmethodslikelectures,experimentaldemonstrationorguidedinquiry.Plainknowle
2、dgedisseminationwillnotadequatelypreparestudentstocopewiththechangingworld.Hence,schoolsneedtotrainstudentstobereflectiveintheirlearninghabits–thatis,gettingstudentstobeobservant,togeneraterelevantalternativesandtomakesenseoftheseideas.Thisarticlediscussesawell-docume
3、ntedreflectivelearningstrategy-theuseof“whatif”questions,tohelpstudentsextendtheirlearningbeyondcurricularrequirements.Studentsareintroducedtoadistillationsetupandthenaskedtopose“whatif”questionsaboutit.Theirquestionsandthecorrespondingpeerresponsesareawealthofinforma
4、tionforteacherstoexplorehowsciencemaybetaughtdifferentlyandwithagreaterimpactontheirstudents’learningexperience.IntroductionThepresentsciencecurriculumincludesarangeofstudentlearningoutcomescoveringlaboratoryandexperimentalscience(MOE,2007).Researchersandscholarshadar
5、guedthattherolesofexperimentsandpracticalworkinschoolsshouldallowstudentstopracticelaboratoryskills,learnthevariousinvestigativeprocessesandacquirefirsthandexperiencesindealingwithmaterialsandlaboratorywares(Boud,DunnandHegarty-Hazel,1986;Doranetal,2002;Hegarty-Hazel,
6、1986;Josephsen,2003;Woolnough,1990).Besidesthesecognitiveandpsychomotorobjectivesofschoollaboratorycourses,therearealsosuggestionsthatlessonsshouldbemademoreattractivethroughmoreintellectuallydemandingcoursesandnewteachingtechniquesthatcanmotivatestudentstolearn(Schmi
7、dt,2000).Thispaperdiscussesawell-documentedreflectivelearningstrategy-theuseofquestionsposedbystudentstohelpthemextendtheirlearningbeyondcurricularrequirements(ChinandChia,212004;WalshandSattes,2005).Specifically,itdiscussestheuseof"whatif"questionsposedbystudents(Fog
8、arty,1994).Studentsareintroducedtoadistillationsetupandthenaskedtopose"whatif"questionsaboutit.Theirquestionsandthecorrespon
