Six Categories of Question Types in Inquiry Learning

A big part of inquiry-based learning is teaching students how to ask high-quality inquiry questions; they are at the core of inquiry. We’ve written several helpful guides about the importance of questions, how to teach students how to ask good questions, and how to address misconceptions. The article below focuses on the six different types of questions to experiment with in your classroom.

There are six general categories of question types in inquiry learning: values-driven questions, systems and processes questions, cause and effect questions, uncovering questions, “big idea” questions, and alternate reality questions. Each type has a significant role to play in the classroom, and offers a variety of learning paths for students in any subject.

Read on to find out more about the six categories of question types in inquiry learning, and how you can include them in your next project or inquiry unit. Some links are affiliate; you can read our affiliate disclosure policy here.

Importance of classifying inquiry questions

Different outcomes call for different approaches and different types of questions. Classifying inquiry questions based on what category they fall under is important for several reasons:

1. Helps focus student question-formation

When starting a new unit, students will likely have a lot of information to share and questions to ask (naturally). In these cases, it’s helpful to separate their questions based on type. For example, if you’re starting a unit on World War II, begin with values-driven questions such as “How does war impact the values of a society?” or “What role does empathy play in how soldiers and civilians are treated in times of conflict?”. As you progress through the inquiry, more specific questions can be asked, like systems and processes questions and cause-and-effect questions. As the inquiry comes to a close, this would be a good time to ask some alternate reality questions.

2. Promotes a balanced approach to learning

Different types of questions encourage students to approach a topic from multiple angles. Using the example in the previous point, an unit about World War II should include values-driven questions, hypotheticals, cause-and-effect analyses, and questions that require students to make connections. Including an assortment of questions provides a balanced approach to learning about a singular event as opposed to only focusing on one particular aspect. In doing so, students can make connections across different subjects. For example, contrasting the development of the nuclear bomb (science) against the important ethical considerations that needed to be weighed (philosophy).

3. Improves question-formation skills

Learning about different question types and how to classify them helps students understand what makes a good question. It encourages them to be intentional with their words and think about what they’re actually seeking to understand. Furthermore, it teaches them to design questions that are purposeful and aligned with their inquiry goals. Consider a student who is interested in understanding how the nuclear bomb was made. Instead of asking a “big idea” question like “What role do weapons play in war?”, students learn how to align their desired outcome with a more suitable kind of question. The question could then become “How was the first nuclear bomb created?”, which aligns closer to what the student wants to know.

Category #1: Values-Driven Questions

Values-driven questions explore beliefs, ethics, and principles. They encourage students to consider what matters most in different contexts and to reflect on their own values. These questions are usually used in discussions about topics like community, ethics, and character education. For example, in a project about community service, students might ask, “What values drive people to help others?”. This can lead to a broader conversation about empathy and social responsibility. Other examples of value-driven questions include:

  • What does kindness look like in our classroom?
  • Why is it important to be respectful to others, even when we disagree?
  • How can we demonstrate fairness in our daily interactions with friends and classmates?
  • What does it mean to take responsibility for our actions, and why is it important?
  • Why is teamwork so valuable in sports and other group-based activities?
  • What role does honesty play in friendship?

Since values are personal to everyone, it can be tricky to discuss them and come to a consensus on subjects like kindness, fairness, and responsibility. We’ve written about how to teach controversial issues in the classroom, which provides support for approaching more delicate topics of discussion and inquiry.

Applications in the Classroom:

(1) Elementary level: How do community helpers make our lives better?

This inquiry provides students with the chance to explore the roles of different community helpers – for example, teachers, firefighters, police officers, doctors, etc. Students are challenged to think about the positive impact these individuals have on their community and what it means to be a “helper”.

A great starting point is to play the clip of Mr. Rogers discussing “the helpers” in society (link here) and asking students what it means to be a helper. From there, a conversation about helping others, peppered with student stories or experiences related to helpers, can develop. Students can discuss how their actions contribute to the community’s well-being. A whole-class activity might be to create posters or drawings representing different helpers and the values they embody, such as bravery, kindness, or responsibility. This approach helps young students connect with the values of service, teamwork, and civic responsibility through concrete examples and interactive learning.

(2) Secondary level: What are the ethical implications of different approaches to social justice in our society?

This inquiry involves examining various social justice issues, such as poverty, discrimination, or environmental justice. Students are tasked with considering the ethical dimensions and societal impacts of different responses to these issues. For example, they can consider the impacts of different approaches and how they would affect different groups of people, weighing the advantages and disadvantages of each.

A good starting point is to consult our article on using inquiry to teach social justice in the classroom. You’ll find information about the purpose of teaching social justice, project ideas, and free downloadable material, including a PDF full of social justice inquiry questions.

While facilitating this inquiry, teachers can host debates, whereby students take on different perspectives regarding social justice policies or actions and evaluate their effectiveness and ethical implications. Using a socratic seminar is an excellent strategy here as well. To complement student learning, consider introducing case studies for students to investigate. These can include scenarios where ethical decisions played a crucial role in the outcome of a decision of law, and can provide opportunities for students to discuss the impact of the outcomes.


Suggested resources:

Category #2: Systems and Processes Questions

Systems and processes questions tend to focus on processes, structures, and systems. They help students understand how things work and the relationship between different components. As you might expect, they are highly relevant in subjects like math, social studies, and science-based courses. For example, in a geography or science class, students could ask, “How do different parts of the ecosystem depend on each other?”. This encourages them to explore how each part of the ecosystem works independently and how they are interconnected. Some other examples of systems and processes questions include:

  • How does the water cycle work?
  • In what ways does our school’s recycling system ensure that materials are properly sorted and reused?
  • What steps are needed to plant a garden?
  • How do different branches of government work together to create and ensure laws?
  • How is a book created, from idea to publication?
  • How does the circulatory system work to transport oxygen and nutrients throughout the body?

Applications in the Classroom:

(1) Elementary level: How does water travel from the ocean to the sky and back to the ground?

In this science inquiry project, students grasp how different stages of the water cycle interact. They are guided through explorations on processes like evaporation, condensation, and precipitation.

During this inquiry, students can create a diagram or 3D model of the water cycle, labelling each part and explaining how water moves through the cycle. By doing so, they understand the interconnectedness of the process, and begin to think systematically about the world around them. This has the potential to expand beyond a science context and enable students to think about other systems or processes that exist in their everyday lives. For example, a student might make the connection between the water cycle and garbage collection in their neighbourhood.

Complementary resource: Water Cycle Jigsaw Puzzle and Storybook Set

(2) Secondary level: How does the legislative process function in creating and passing laws?

This inquiry unit about how governments function is an excellent choice for high school social studies courses. A question like this encourages students to explore the process of how a bill becomes a law, from proposal to enactment. Starting with a quick overview of the U.S government works is a helpful place to start.

There are plenty of inquiry activities that could complement this systems and processes project. For instance, students can simulate the legislative process by creating their own bills, debating them in a mock congress, and following the steps to pass them into law. They can then compare this process with other government systems of their own choosing. By delving into the complexities of this process, students begin to understand the importance of each step. They also have a chance to think critically about how these systems impact society, and perhaps reflect on how the process plays out in their own state, province, or country.

Suggested resources:

Category #3: Cause and Effect Questions

Cause and effect questions explore the reasons behind events and the consequences (good or bad) that follow. They help students understand the relationship between actions and outcomes. Cause and effect questions are fundamental in subjects like science and history. For example, during a unit on weather, students might ask, “Why do certain regions experience more extreme weather?”. In this case, investigating the question highlights the relationship between cause (increased heat, for example) and effect (more extreme weather). Some other examples of cause and effect questions include:

  • What causes plants to grow faster?
  • How does pollution in the ocean affect marine life?
  • Why did the dinosaurs go extinct?
  • What are the consequences of deforestation on the Earth’s climate?
  • How does exercise affect our overall health?
  • What impact does a student’s lack of sleep affect their ability to concentrate and learn in school?


Applications in the Classroom:

(1) Elementary level: What happens to animals when their habitat is destroyed?

Many students recognize that when a habitat is lost, there is displacement. In this cause and effect inquiry, students investigate how environmental changes impact animal behaviour and survival. Furthermore, they explore the effects of things like deforestation, pollution, or climate change on wildlife.

Students have many options here. For instance, they can research a specific animal and its habitat, then create a poster or diorama showing what happens when the habitat is altered or destroyed. They can conduct some research in their local area to see if this kind of practice is happening near them, or they can investigate other global examples – for example, how deforestation affects orangutans in rainforests. By exploring this question, students connect human activities (the cause) with their impact (effect) on the environment, highlighting the connection between them.

Want some more ideas? Check out 3 Insightful Cause and Effect Inquiry Project Ideas

(2) Secondary level: How did the invention of the steam engine lead to changes in transportation and industry?

This is a perfect history inquiry project that explores the causes and effects of the industrial revolution, and can work for any invention (not just the steam engine). Understanding the push for change and the effects it had at the turn of the 20th century are important not only in a history course, but more broadly in order to understand the momentum and breadth of change. Students explore and understand the chain of events set in motion by technological advancements.

Aside from researching specific inventions and their impacts on society, students can also investigate how these changes impacted groups that are often overlooked in history, such as marginalized groups of people. They could also create mind maps of how specific inventions impacted different facets of society, or how they became a catalyst for further change in areas like urbanization and economic growth.

Suggested resources:

Category #4: Uncovering Questions

The goal in asking an uncovering question is to dig deeper into hidden meanings, assumptions, or underlying truths. They help students go beyond the surface to discover more profound insights. For instance, think of a toddler asking “why?” every time something is explained to them – they want to know more and reach a deeper understanding. This is a common type of question that comes up in both language arts and social studies subjects. For instance, in a reading comprehension exercise, students could ask, “What is the author really trying to say?” in order to more deeply understand a novel or passage. By asking uncovering questions, students practice deeper literary analysis and critical thinking. A few other examples include:

  • What assumptions are we making about different cultures when we hear stereotypes, and how can we challenge these assumptions?
  • Why do some historical events receive more attention than others, and what does this reveal about our understanding of history?
  • What unspoken rules or norms influence the way students interact during group activities?
  • In what ways do advertisements try to influence us?
  • What themes can we identify in this story, and how do they shape the characters’ actions?
  • What deeper meaning can we uncover in the symbolism used in this piece of art?

Applications in the Classroom:

(1) Elementary level: Why did the character choose to ___ even though ___?

The purpose of an uncovering question is for students to go beyond the surface to discover more profound insights. Using an uncovering question in a language arts lesson is a great way to make students think more critically about the decisions of characters, how the events of the story impact different people, or perhaps what theme the author was trying to convey.

Considering how a particular character is feeling, for example, encourages students to think beyond the surface of an action or event and consider things like values, fears, and relationships. For instance, after reading a story, students can participate in a group discussion or hot seat activity to explore the reasons behind key character decisions. This approach helps students think critically, develop empathy, and understand complex human emotions. It also improves our ability to infer motivations and themes from textual evidence.

(2) Secondary level: What assumptions or biases can we identify in this news article, and how do they influence the reader’s perception of the issue?

In this inquiry, students take a deep dive into the issue of bias in social media and advertising to help them analyze the presence of bias. Moreover, they think critically to evaluate the content and intent behind media messages.

This inquiry can be done in a few ways. For instance, students can select different news articles about the same story or topic from various sources and analyze its spin, language, framing, and intent. They can then present their findings and host a discussion or Socratic seminar about how these elements may reflect underlying biases or agendas. This approach helps build students’ critical thinking skills, enabling them to confidently and accurately identify and understand bias using a more critical and informed approach.

Suggested resources:

Category #5: “Big Idea” Questions

These kinds of questions are very popular with students of all ages because they encourage students to think broadly to address overarching themes. Not only are these question types popular, but they’re also incredibly important in helping to teach students interconnectedness. Big idea questions emphasize the importance of connection between different subjects or topics. They often address broad ideas and concepts that span multiple disciplines. For example:

  • What role does technology play in our lives?
  • How does art reflect culture?
  • What does it mean to be a global citizen, and how can we contribute to making the world a better place?
  • Why is it important to understand history?
  • What role does education play in creating opportunities for groups of people?
  • How do different cultures celebrate holidays?

When formulating these kinds of questions, ensure that the scope isn’t too broad for students – this is a common issue that can create a lot of ambiguity for students and make their inquiries unmanageable. We suggest checking out modification #2 in our article on modifying student questions for inquiry learning to help students narrow their scope.

Applications in the Classroom:

(1) Elementary level: How do living things adapt to changes in their environment?

For this inquiry application, students explore how adaptation and evolution work in a selected environment. Students can study different examples of change, such as the life cycle of a butterfly, the seasons, or historical changes in their community. They can create a timeline or series of illustrations showing how these changes occur and why they are important to understand. This application encourages students to think about change as a fundamental aspect of life along with highlighting the delicacy of natural processes.

Another way of showing their findings is by drawing attention to changes that may be problematic in society. For example, the impacts of a housing development on a local forest, and how it impacts animals as they become displaced. This would also work for a cause-and-effect kind of inquiry question too!

Recommended resource: Big Ideas, Little Pictures: Explaining the world one sketch at a time is a thought-provoking illustrated book that outlines big ideas into small images so that they can be more easily understood by students.

(2) Secondary level: How has globalization shaped the world we live in today?

This is an important inquiry topic, as students are the beneficiaries of globalization on a daily basis. You can explore this inquiry in any social studies or economics course, as it has a broad scope that helps students examine the complex effects of globalization. They are challenged to explore the far-reaching impacts of global interconnectedness – the good and the bad.

Some students may choose to investigate different aspects of globalization, such as trade, culture, technology, or the environment. Others may choose two countries and compare globalization’s impacts on both. Discoveries can be documented in a variety of ways. For instance, as multimedia presentations to share with the class or school that highlight how globalization has influenced societies around the world. Students are encouraged to think critically about how these forces shape their lives and the lives of those in other parts of the world.

Suggested resources:

Category 6: Alternate Reality Questions

This is a fun category of inquiry questions because students love to think of hypotheticals and “what if” types of questions. Alternate reality questions explore these hypothetical scenarios and encourage imaginative thinking. They help students think creatively and consider different possibilities. They’re perfect for creative writing and science-fiction themed projects. For instance, in a language arts unit, a student might explore the question, “What if dinosaurs still roamed the Earth?”. This allows them to combine factual knowledge with imaginative exploration. Some other fun question ideas include:

  • How would history be different if the internet had never been invented?
  • What might our world look like if humans could communicate telepathically instead of using spoken language?
  • How would society function if money didn’t exist?
  • What if humans could breathe underwater – how would this ability alter the way we live and operate on Earth?
  • How would history change if a major event had a different outcome?
  • What would happen if animals evolved to be as intelligent as humans – how would that change society and our relationships with them?

Many alternate reality questions fall under the umbrella of scenario-based learning, which is an approach to learning based on scenarios that mirror real-life (or hypothetical) situations, issues, and decision-making. If you’re new to scenario-based learning, or want to incorporate it into your planning, check out our Complete Guide to Using Scenario-Based Learning in the Classroom.

Applications in the Classroom:


(1) Elementary level: What would our daily lives look like if electricity had never been invented?

In this alternate-reality inquiry, students grapple with the thought of having no electricity in their everyday life. It encourages students to think creatively about the impact of a key invention, and how life would be different without it. Students can choose to create a comparison chart, or perhaps write a story describing a day in the life without electricity. They can consider aspects of daily life, such as how people would light their homes, cook food, or communicate without modern technology. This approach helps students not only appreciate the significance of intentions like electricity, but also encourages them to think about how these advances shape daily life and society.

Another way students could explore this topic is to investigate countries or societies that lack these modern conveniences – how do they cope without electricity? What workarounds have they implemented? This could be a really fun and interesting way to uncover how people around the world live day-to-day and how their life compares to students’ lives, for example.

Companion resource: 50 Questions About Science and Space (PDF download)

(2)  Secondary level: What if automation and AI completely replaced human labour – how would society change?

This is a key question students are thinking about at all levels – how is AI changing the workforce? What jobs will be available when I graduate? How will the workforce be more productive, streamlined, or efficient? In a social studies, science, or economic course, alternate reality inquiry questions can guide students to explore these potential future scenarios in the same way alternative historical questions do. In this specific example, students consider the long-term implications of current technological trends.

One option for this inquiry is to have students research trends in automation and AI, then develop a scenario of what society might look like in 50 years if these technologies fully take over human jobs. They can present their findings through a mock documentary, a written report, or a speculative sci-fi piece. This approach encouraged students to think critically about the future and consider both the benefits and challenges of technological progress. In addition to creativity, it also bolsters critical thinking skills and foresight.

Suggested resources:

  • Check out our Science Archives for articles about including topics like AI, robotics, SpaceX, ChatGPT. You’ll also find other inquiry questions related to science and tech-related topics for any age.

The Role of Bloom’s Taxonomy in Forming Inquiry Questions

Bloom’s Taxonomy is the classification of learning objectives by complexity and skills, and is often used by teachers to set learning outcomes for their students. In inquiry-based learning, the taxonomy is a useful tool to gauge the expected outcomes of students based on what stage they are in the inquiry cycle. We’ve written about using Bloom’s Taxonomy in the inquiry classroom and provided some tools to help teachers integrate it into their classrooms.


As you work through an inquiry unit, try to keep Bloom’s Taxonomy in mind when generating questions. Try to aim for a variety of questions that come from different tiers and challenge students in multiple ways. For example, students who are in the first stage of the inquiry process are generating questions. They draw from their well of knowledge, experiences, and understanding to generate questions that interest them about subjects they want to know more about. This preliminary stage correlates to the first tier of the taxonomy, which deals with:

  • Remembering
  • Retrieving
  • Recognizing
  • Recalling relevant knowledge

Different types of questions call for different skills, therefore aligning with different levels in the taxonomy. Most often, teachers ask lower-order questions that call for knowledge retrieval as opposed to asking more broad, higher-order questions that promote deep thinking.

Additional Reading:

Which inquiry questions have you used in your classroom? Do you have any tips for implementing them in the classroom?
Leave a comment below, or check out our Pinterest page for more ideas and inspiration!

18
Shares

1 Response

  1. Neel Sarkar says:
    at

    This is wonderful about the article. The process and techniques are valuable and benefiting for understanding the children and to manage it as well. The targeted people, especially the parents and children would be benefitted from the article and the consequence goes for the development of the children. Whether the reader feels interested, there are some other process and techniques of the same area: https://explorer-bd.com/questioning-by-children/

    Reply

Leave a Reply

Your email address will not be published. Required fields are marked *