Undergraduate Students Develop Questioning, Creativity, and Collaboration Skills by Using the Question Formulation Technique

Abstract

Asking questions can be one of the most difficult, yet important, steps in driving student inquiry. As post-secondary instructors work to integrate inquiry into classrooms, very few concrete strategies exist for developing and promoting student questioning. The Question Formulation Technique (QFT) is a structured process used widely in K-12 settings that guides students through generating, evaluating, and reflecting on questions. In these contexts, the QFT has been shown to develop important skills, including building creative capacity (divergent and convergent thinking), metacognition, and collaborative teamwork. While we have used QFT in many contexts with undergraduate students, there is very limited evidence of effectiveness and impact beyond K-12. In this study, we explored how students collaboratively developed questions using the Question Formulation Technique (QFT) in an undergraduate upper-division biology class. We documented and explored themes in question generation and collected student group reflections on their experiences. We show that undergraduate students are productive in generating questions using QFT, and asking questions broadly across the course themes, with the number of questions increasing by the end of the term. Students enjoyed the QFT process, were excited by the questions generated, and found the collaborative brainstorming effective. We also reflect on our experiences and provide ideas for other ways QFT can be incorporated into courses to support undergraduate inquiry and research. We found that QFT helps biology undergraduate students ask their own questions and use inquiry to explore concepts creatively and collaboratively.

Keywords

• questioning
• question generation
• creativity
• collaboration
• Question Formulation Technique
• QFT