From: Promoting productive argumentation through students' questions
Question types and Concepts Addressed | Examples of Questions |
---|---|
Key inquiry: Sought to explain or addresses big fundamental ideas related to the cause of death | |
Heart structures | What role does the septic defect had on her death? Why is cardiac muscle death only located at the left ventricle? |
Bubble | How did the bubble get into the bloodstream and travel to the coronary artery? |
Water in lungs | Why did water flow into the lungs? |
Pressure differences | How do pressure differences explain for direction of water flow? |
Basic information: Factual information students needed to know before they could answer question on key inquiry and hypothesis. | |
Lysis of red blood cells | Is osmosis the cause of red blood cells lysis? What caused the red blood cells to agglutinate? |
Hormones | What is the function of oestrogen? What is anti-androgen? |
Gender identity | Is he born a male? What does XY implies? |
Blockage of blood vessel | What could block the coronary artery? |
Unknown/missing information: Any information required to determine cause of death but was not given. | |
Intravenous injection | Was the injection voluntary? |
Blockage of blood vessel | Is she a smoker since smoking can damage heart and coronary artery? |
Hypothesis: Suggested alternatives by showing attempts to make educated guess or informed predication of possibilities | |
Intravenous injection | What if someone deliberately injected bubbles into her? What if she was killed by intravenous injection and then later dumped in the river? |
Water in lungs | What if she was drowned? |
Potassium ions in blood | Could the high level of potassium ions be due to cardiac muscle death instead of lysis of red blood cells? |
Others: Miscellaneous questions that do not fall into the above categories | |
Structure of argument | Is this under warrant or backing? |
Relevance | Which evidence is relevant for this? |
Validity | Are you sure this reason is valid? |