Idea Bank: Interrogations on Scientific American Articlesby: Geary Don Crofford

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The “Interrogation” approach requires students to read and take notes on assigned Scientific American articles to prepare for question-and-answer discussions (interrogations) based on the assigned articles. This activity helps students learn to think, which should be the goal of all educational processes, and most importantly, to think critically. Students employ numerous scientific inquiry skills, including comparing, inferring, recalling, classifying, analyzing, imagining, deducing, and evaluating.

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Reviews (2)
  • on Sat Jul 14, 2012 1:18 PM

Idea bank is a great column that provides useful tidbits that can be used in the classroom. I want to specifically comment on the first idea. I have used current events in my high school science classroom since I became teaching in 1993. However, I shied away from formal classroom discussion after several years because of time constraints. I want to change that and I feel the interrogations method will help. I really like the set-up that the author suggests. It will provide for rich discussion. I think it would be useful to assign several related articles and guide students in seeing how scientific thinking on a certain topic developed.

Ruth Hutson  (Westmoreland, KS)
Ruth Hutson (Westmoreland, KS)

  • on Wed Jul 20, 2011 12:32 PM

Reading articles from the prestigious magazine “Scientific American’ has always been a challenge for me. However, to incorporate more rigor in a science classroom this author suggests requiring students to read and particular article and take notes on it to prepare for question- and-answer discussions (interrogations) based on the assigned articles. The author justifies using these articles and briefly explains how he uses them in his classroom. This might be useful for an upper level science class in high school such as an AP class or baccalaureate one but I feel this would be too difficult for an average class.

Adah  (San Antonio, TX)
Adah (San Antonio, TX)

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