Posing+Investigative+Questions

=Posing Investigative Questions= Material from Pip's workshop. - do this with kids (and teachers) || Introducing the data set for the first couple of activities. 2009 C@S questionnaire Year 10 data cards || - do this with kids (and teachers) || Using the student posed investigative questions (see resources) and including own posed questions 2009 C@S questionnaire Year 10 data cards || - do this with kids - lesson 2 (and teachers) - criteria including notes handouts for teachers || Follow lesson 2 plan to generate criteria from discussions with the group Handout on criteria Notes on criteria || - do this with teachers to share research learning - with kids just talk about the population and what it is each time || We did a sorting by population activity - if you are doing this with teachers, the basic instruction is to work out the broadest population through to the target population, there are six population groups - sampling is the lowest ranked, New Zealand year group is the best, the rest fit between. Use the sheet on classification of questions to help you work out which order they go in. There are 8 questions, six categories, some double up. We are only interested in the population of the question for this activity. this is not for kids. Data set outlines the variables and population for the investigative questions.
 * Activity || Notes || Resources ||
 * Posing investigative questions
 * Familiarisation with the data cards - using 2009 Census At School questionnaire
 * for each variable on the data cards discuss
 * 1) What was the survey question asked to collect the data?
 * 2) Who was survey? By whom? When?
 * 3) How was the variable measured?
 * 4) What are the units, if any, for the variable?
 * 5) What are the possible outcomes for the variable?
 * 6) What type of data is it? Categorical or numerical?
 * Posing investigative questions
 * Each person to pose one summary investigative question and one comparison investigative question for the data set given
 * The data if from year 10 students only (New Zealand - as we accept that C@S is a good representation of NZ)
 * At this point just want questions posed, not trying for what is good, bad or indifferent. || Strips of paper for posing investigative questions on
 * Sorting questions
 * sort the questions into groups according to any criteria you like || Questions for sorting
 * What makes a good investigative question
 * once criteria are established look at the handout and notes on criteria || Lesson 2 plan
 * Populations

The handout classification of questions includes the population classifications and then the summary and comparison investigative questions classifications. An investigative question has the two parts to it. For more on grading investigative questions see my PhD, chapter 6: https://researchspace.auckland.ac.nz/handle/2292/21305

Also see Posing Investigative questions paper from ICME-13 || Data set questions were posed from Population sorting questions Classification of questions || Table 6-3 gives detailed information about what makes a good investigative question. These three figures are in this document. ||  ||
 * Summary of investigative question categories || Two tables in my PhD give full examples of the different categories of summary and comparison questions. these tables are Figure 6-6 and Figure 6-9.