The art of answering questions without giving away the answer

What is the best way to answer a question with giving the answer? When a student asks a question how do you get them to figure out the answer for his/her self?

Yesterday and today, I helped the students answer questions on worksheets pertaining to transport mechanisms in cells. Some students just wanted the answers but they weren't thinking about what the question was asking them.

My first question is do you understand the question. If the student doesn't understand the question, then I break it down to help them understand what the question was asking. Usually that's enough for the student to figure out the answer. At other times, I have to find ways to point the student in the right direction without giving them the answer; it's difficult.

Abstract concept

I'm starting to prepare for my last presentation which will be on genetic engineering. I'm trying to think of the best way to explain and show DNA replication within cells and how we (humans) manipulate this process in medicine, agriculture, and forensics.

Digestion Presentation

On Wednesday, February 25, 2009 I gave a presentation on how humans benefit from microbial digestion. The students will spend the next few weeks learning about human digestion, and I wanted them to become acquainted with how people make use their knowledge of an organism's digestion to produce human food and manage human waste.

As part of my presentation, I did a simple demostration of yeast producing carbon dioxide, which is what makes bread rise. See image below.

I think the presentation went well; I told them that if they have question during the course of the presentation, then they should ask them. I'm always afraid of losing them during the course of a presentation because some of the material I presented they haven't covered yet.
The students (I presented to four biology classes) asked questions in each class, and most of them were paying attention.

Developing a questioning mind

Sensationlism in the news with respect to science..."From Toilet to Tap," "Drugs in the Water," etc.

This past week the students have been introduced to the concept of critiquing science. They've explored the elements of a good science experiment, the difference between subjective and objective information, and qualitative versus quantitative data. They analyzed graphs, sample experiments, and newspaper articles.

Since student have access to so much information these days (internet, tv, newspapers, magazines, etc), they need to develop critical reasoning skills with respect to what to believe.

Return

On my first day back in the classroom after break, several students noted that I had been gone for a while. It was the second week of school for them, and I had not mentioned how long I would be gone. Maybe they thought I wasn't coming back? They seemed glad to see me. Since they had the entire hour to work on their lab reports on the circulatory system, I floated around the class helping students.

Several of the students in second hour are Pistons fans; at the end of class we talked basketball. They aren't too happy with the Iverson trade so far.

Jeopary-style review game

Finals for first semester will be at the end of January, and the biology final will be comprehensive. Today I prepared a Jeopardy review game for the students. The categories were "Ecology," "Acids & Bases," "Respiratory System," and "Health;" all of the categories except "Health" will be included on the final. I added in this category to get a feel for what they know. Overall the game went well, the students liked this review format. From this mini review, it seems more people in first hour will have difficulty with the final; they had difficulty with some of the questions. Second hour, on the other hand, thought my questions were too easy which is a good sign that they are prepared. Second hour also wanted a round of double jeopardy and final jeopardy, which I may include for the full review for the final. I gave both classes the option of negative points for a wrong answer or no points for a wrong answer; they chose not to receive points for a wrong answer. The game was played in groups and the group with the highest point total received extra credit.

Decision

There's only so much that I can do; I can encourage, I can cajole, I can try to persuade, and I can learn the student's perspective. Ultimately the student makes the decision. And if it's not the one that I was hoping for...what do I do with this student?