Embed the KWL strategy across inquiry phases to guide question generation and question-quality monitoring¶

Strategy · All strategies
Evidence · no claims cited

Description¶

This strategy integrates the Know–Want–Learn chart into the phases of inquiry-based learning so that questioning is scaffolded throughout the lesson. As the article states, "Teachers use the KWL strategy in instruction to guide students in analyzing and reasoning to generate questions, as well as monitoring and evaluating the quality of their questions". At orientation, students review prior knowledge (K) and generate specific, investigable questions (W) from teacher-provided everyday contexts; they then investigate by expanding questions through a cycle of question, answer, follow-up question, and re-question, and record what they learned (L) at conclusion.

Design Implications¶

Context¶

Requirements¶

• Teacher guidance to help students conceptualize vague curiosity into specific, investigable scientific questions
• Initial question contexts drawn from scientific concepts close to students’ everyday experiences

Constraints¶

• The strategy was implemented within problem-based inquiry lessons following regular lessons on the same content

Target Learners¶

• Primary school students in science classrooms

Target Learning Goals¶

• Generating investigable scientific questions and monitoring and evaluating question quality

Related Strategies¶

• Three Progressive Problem Posing Inquiry Topics
• Brainstorming 'Stuff We Want to Know About'
• Pre-Reading: Generating Questions
• Brainstorming Topics of Interest
• Activating Prior Knowledge
• Activate Background Knowledge
• Connect Prior Knowledge to New Learning
• Question Formulation Technique
• Scaffold question formulation and active help-seeking in AI-supported tutoring systems

Examples¶

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Key Sources¶

• Dai, Z., Huang, F., Xiong, J., Yang, Y., Zhang, Q., & Peng, X. (2026). Inquiry-based learning in STEM education: the impact of generative AI-based Chatbots on primary school students’ problem posing ability in science. International Journal of STEM Education. https://doi.org/10.1186/s40594-026-00631-0