1.1.3

=**1.1.3: Develop and refine a range of questions to frame the search for new understandings**=

**Indicators**
===** 1. Identify, locate, retrieve and differentiate among a variety of electronic sources of information using technology. 2. Evaluate information critically and competently for a specific purpose. 3. Organize, categorize and store information for efficient retrieval. 4. Apply information accurately in order to solve a problem or answer a question. **===

Maryland Standards
=== 1.B. Define a problem, Formulate Questions, and Refine a Problem and or Questions. **PreK-8** 1.B.3.a. With guidance, use prior knowledge to formulate and refine questions to meet an information need. 1.B.3.b. With guidance, identify which formulated questions are researchable. **6-8** 1.B.3.a. Use prior knowledge to formulate and refine questions to meet an information need. 1.B.3.b. Use background information to refine researchable questions **9-12** 1.B.3 Independently and collaboratively, formulate and refine quesitons ===

**NETS**
3. Research and Information Fluency Students apply digital tools to gather, evaluate, and use information. Students: a. plan strategies to guide inquiry. b. locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. c. evaluate and select information sources


 * < **Mathies, D. (2004).** //**Full spectrum questions for critical thinking**//**. Retrieved from http://www.indiana.edu/~icy/document/hallett2.pdf**

These are questions that can be asked when you want to probe, clarify, explore, seek, and consider ideas.
|| This toolkit identifies 17 types of questions and explains why they require a higher level of thinking. || With information so easily accessed, teachers need to focus on asking better questions. Students need questions that are thought provoking and which will encourage problem-solving and decision-making. ** || This page contains a list of question stems for a specific purpose of determining: knowledge, comprehension, application, analysis, synthesis and evaluation. ||
 * **Valenza, J. (2000). For the best Answers, ask tough questions. ** //**Philadelphia Inquirer **//**, Retrieved from @http://faculty.philau.edu/kayk/KKay/articles/BestAnsers.pdf

**Technology Tools and Their Application to the Standard**
students can easily see the logic when creating search strings. || Think Tank is a website designed to help students generate and organize research topic ideas. ||
 * [[image:http://www.boolify.org/images/boolify_logo.jpg height="35" link="@http://www.boolify.org/index.php"]]Using boolean terms in this online tool,
 * [[image:science_fair_project_ideas_logo.jpg link="@http://www.sciencebuddies.org/"]]

Science Buddies is a great resource for elementary - high school students who are working on science projects. There are project ideas for every grade level as well as background information on the scientific method and how to research. One aspect of the site that I particularly like (and that specifically applies to this standard) is the organizer for formulating research questions: http://sciencebuddies.org/science-fair-projects/project_background_research_worksheet.pdf. Unfortunately, this worksheet cannot be modified, but everything on the site is free for educators to use with their students. || **Application to multiple intelligences Boolify** **Think Tank Science Buddies** ||
 * Visual-Spatial
 * Logical
 * Intrapersonal
 * Intrapersonal
 * Linguistic
 * Mathies, D. (2004).** //**Full spectrum questions for critical thinking**//**. Retrieved from []**
 * Mathies, D. (2004).** //**Full spectrum questions for critical thinking**//**. Retrieved from []**

**Valenza, J. (2000). For the best Answers, ask tough questions. ** //**Philadelphia Inquirer **//**, Retrieved from@http://faculty.philau.edu/kayk/KKay/articles/BestAnsers.pdf **