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1、原文题目：Using“Whatif..”questionstoteachscienceAbstractWiththewideningknowledgebasestudentswillneedtobemoreflexibleintheirlearninghabits.Traditionally,teachingschoolscienceofteninvolvesteacher-centredmethodslikelectures,experimentaldemonstrationorguidedinquiry.Plainknowledgedisseminationw
2、illnotadequatelypreparestudentstocopewiththechangingworld.Hence,schoolsneedtotrainstudentstobereflectiveintheirlearninghabits–thatis,gettingstudentstobeobservant,togeneraterelevantalternativesandtomakesenseoftheseideas.Thisarticlediscussesawell-documentedreflectivelearningstrategy-the
3、useof“whatif”questions,tohelpstudentsextendtheirlearningbeyondcurricularrequirements.Studentsareintroducedtoadistillationsetupandthenaskedtopose“whatif”questionsaboutit.Theirquestionsandthecorrespondingpeerresponsesareawealthofinformationforteacherstoexplorehowsciencemaybetaughtdiffer
4、entlyandwithagreaterimpactontheirstudents’learningexperience.IntroductionThepresentsciencecurriculumincludesarangeofstudentlearningoutcomescoveringlaboratoryandexperimentalscience(MOE,2007).Researchersandscholarshadarguedthattherolesofexperimentsandpracticalworkinschoolsshouldallowstu
5、dentstopracticelaboratoryskills,learnthevariousinvestigativeprocessesandacquirefirsthandexperiencesindealingwithmaterialsandlaboratorywares(Boud,DunnandHegarty-Hazel,1986;Doranetal,2002;Hegarty-Hazel,1986;Josephsen,2003;Woolnough,1990).Besidesthesecognitiveandpsychomotorobjectivesofsc
6、hoollaboratorycourses,therearealsosuggestionsthatlessonsshouldbemademoreattractivethroughmoreintellectuallydemandingcoursesandnewteachingtechniquesthatcanmotivatestudentstolearn(Schmidt,2000).Thispaperdiscussesawell-documentedreflectivelearningstrategy-theuseofquestionsposedbystudents
7、tohelpthemextendtheirlearningbeyondcurricularrequirements(ChinandChia,212004;WalshandSattes,2005).Specifically,itdiscussestheuseof"whatif"questionsposedbystudents(Fogarty,1994).Studentsareintroducedtoadistillationsetupandthenaskedtopose"whatif"questionsaboutit.Theirquestionsandthecorr
8、espon
