research questions to ask high school students

Think Like a Researcher: Instruction Resources: #6 Developing Successful Research Questions

• Guide Organization
• Overall Summary
• #1 Think Like a Researcher!
• #2 How to Read a Scholarly Article
• #3 Reading for Keywords (CREDO)
• #4 Using Google for Academic Research
• #4 Using Google for Academic Research (Alternate)
• #5 Integrating Sources
• Research Question Discussion
• #7 Avoiding Researcher Bias
• #8 Understanding the Information Cycle
• #9 Exploring Databases
• #10 Library Session
• #11 Post Library Session Activities
• Summary - Readings
• Summary - Research Journal Prompts
• Summary - Key Assignments
• Jigsaw Readings
• Permission Form

Course Learning Outcome:   Develop ability to synthesize and express complex ideas; demonstrate information literacy and be able to work with evidence

Goal:  Develop students’ ability to recognize and create successful research questions

Specifically, students will be able to

• identify the components of a successful research question.
• create a viable research question.

What Makes a Good Research Topic Handout

These handouts are intended to be used as a discussion generator that will help students develop a solid research topic or question. Many students start with topics that are poorly articulated, too broad, unarguable, or are socially insignificant. Each of these problems may result in a topic that is virtually un-researchable. Starting with a researchable topic is critical to writing an effective paper.

Research shows that students are much more invested in writing when they are able to choose their own topics. However, there is also research to support the notion that students are completely overwhelmed and frustrated when they are given complete freedom to write about whatever they choose. Providing some structure or topic themes that allow students to make bounded choices may be a way mitigate these competing realities.

These handouts can be modified or edited for your purposes.  One can be used as a handout for students while the other can serve as a sample answer key.  The document is best used as part of a process.  For instance, perhaps starting with discussing the issues and potential research questions, moving on to problems and social significance but returning to proposals/solutions at a later date.

• Research Questions - Handout Key (2 pgs) This document is a condensed version of "What Makes a Good Research Topic". It serves as a key.
• Research Questions - Handout for Students (2 pgs) This document could be used with a class to discuss sample research questions (are they suitable?) and to have them start thinking about problems, social significance, and solutions for additional sample research questions.
• Research Question Discussion This tab includes materials for introduction students to research question criteria for a problem/solution essay.

Additional Resources

These documents have similarities to those above.  They represent original documents and conversations about research questions from previous TRAIL trainings.

• What Makes a Good Research Topic? - Original Handout (4 pgs)
• What Makes a Good Research Topic? Revised Jan. 2016 (4 pgs)
• What Makes a Good Research Topic? Revised Jan 2016 with comments

Topic Selection (NCSU Libraries)

Howard, Rebecca Moore, Tricia Serviss, and Tanya K. Rodrigues. " Writing from sources, writing from sentences ." Writing & Pedagogy 2.2 (2010): 177-192.

Research Journal

Assign after students have participated in the Developing Successful Research Topics/Questions Lesson OR have drafted a Research Proposal.

Think about your potential research question.

• What is the problem that underlies your question?
• Is the problem of social significance? Explain.
• Is your proposed solution to the problem feasible? Explain.
• Do you think there is evidence to support your solution?

Keys for Writers - Additional Resource

Keys for Writers (Raimes and Miller-Cochran) includes a section to guide students in the formation of an arguable claim (thesis).  The authors advise students to avoid the following since they are not debatable. 

• "a neutral statement, which gives no hint of the writer's position"
• "an announcement of the paper's broad subject"
• "a fact, which is not arguable"
• "a truism (statement that is obviously true)"
• "a personal or religious conviction that cannot be logically debated"
• "an opinion based only on your feelings"
• "a sweeping generalization" (Section 4C, pg. 52)

The book also provides examples and key points (pg. 53) for a good working thesis.

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• Last Updated: Apr 26, 2024 10:23 AM
• URL: https://libguides.ucmerced.edu/think_like_a_researcher

Research Question Examples 🧑🏻‍🏫

25+ Practical Examples & Ideas To Help You Get Started 

By: Derek Jansen (MBA) | October 2023

A well-crafted research question (or set of questions) sets the stage for a robust study and meaningful insights.  But, if you’re new to research, it’s not always clear what exactly constitutes a good research question. In this post, we’ll provide you with clear examples of quality research questions across various disciplines, so that you can approach your research project with confidence!

Research Question Examples

• Psychology research questions
• Business research questions
• Education research questions
• Healthcare research questions
• Computer science research questions

Examples: Psychology

Let’s start by looking at some examples of research questions that you might encounter within the discipline of psychology.

How does sleep quality affect academic performance in university students?

This question is specific to a population (university students) and looks at a direct relationship between sleep and academic performance, both of which are quantifiable and measurable variables.

What factors contribute to the onset of anxiety disorders in adolescents?

The question narrows down the age group and focuses on identifying multiple contributing factors. There are various ways in which it could be approached from a methodological standpoint, including both qualitatively and quantitatively.

Do mindfulness techniques improve emotional well-being?

This is a focused research question aiming to evaluate the effectiveness of a specific intervention.

How does early childhood trauma impact adult relationships?

This research question targets a clear cause-and-effect relationship over a long timescale, making it focused but comprehensive.

Is there a correlation between screen time and depression in teenagers?

This research question focuses on an in-demand current issue and a specific demographic, allowing for a focused investigation. The key variables are clearly stated within the question and can be measured and analysed (i.e., high feasibility).

Examples: Business/Management

Next, let’s look at some examples of well-articulated research questions within the business and management realm.

How do leadership styles impact employee retention?

This is an example of a strong research question because it directly looks at the effect of one variable (leadership styles) on another (employee retention), allowing from a strongly aligned methodological approach.

What role does corporate social responsibility play in consumer choice?

Current and precise, this research question can reveal how social concerns are influencing buying behaviour by way of a qualitative exploration.

Does remote work increase or decrease productivity in tech companies?

Focused on a particular industry and a hot topic, this research question could yield timely, actionable insights that would have high practical value in the real world.

How do economic downturns affect small businesses in the homebuilding industry?

Vital for policy-making, this highly specific research question aims to uncover the challenges faced by small businesses within a certain industry.

Which employee benefits have the greatest impact on job satisfaction?

By being straightforward and specific, answering this research question could provide tangible insights to employers.

Examples: Education

Next, let’s look at some potential research questions within the education, training and development domain.

How does class size affect students’ academic performance in primary schools?

This example research question targets two clearly defined variables, which can be measured and analysed relatively easily.

Do online courses result in better retention of material than traditional courses?

Timely, specific and focused, answering this research question can help inform educational policy and personal choices about learning formats.

What impact do US public school lunches have on student health?

Targeting a specific, well-defined context, the research could lead to direct changes in public health policies.

To what degree does parental involvement improve academic outcomes in secondary education in the Midwest?

This research question focuses on a specific context (secondary education in the Midwest) and has clearly defined constructs.

What are the negative effects of standardised tests on student learning within Oklahoma primary schools?

This research question has a clear focus (negative outcomes) and is narrowed into a very specific context.

Need a helping hand?

Examples: Healthcare

Shifting to a different field, let’s look at some examples of research questions within the healthcare space.

What are the most effective treatments for chronic back pain amongst UK senior males?

Specific and solution-oriented, this research question focuses on clear variables and a well-defined context (senior males within the UK).

How do different healthcare policies affect patient satisfaction in public hospitals in South Africa?

This question is has clearly defined variables and is narrowly focused in terms of context.

Which factors contribute to obesity rates in urban areas within California?

This question is focused yet broad, aiming to reveal several contributing factors for targeted interventions.

Does telemedicine provide the same perceived quality of care as in-person visits for diabetes patients?

Ideal for a qualitative study, this research question explores a single construct (perceived quality of care) within a well-defined sample (diabetes patients).

Which lifestyle factors have the greatest affect on the risk of heart disease?

This research question aims to uncover modifiable factors, offering preventive health recommendations.

Examples: Computer Science

Last but certainly not least, let’s look at a few examples of research questions within the computer science world.

What are the perceived risks of cloud-based storage systems?

Highly relevant in our digital age, this research question would align well with a qualitative interview approach to better understand what users feel the key risks of cloud storage are.

Which factors affect the energy efficiency of data centres in Ohio?

With a clear focus, this research question lays a firm foundation for a quantitative study.

How do TikTok algorithms impact user behaviour amongst new graduates?

While this research question is more open-ended, it could form the basis for a qualitative investigation.

What are the perceived risk and benefits of open-source software software within the web design industry?

Practical and straightforward, the results could guide both developers and end-users in their choices.

Remember, these are just examples…

In this post, we’ve tried to provide a wide range of research question examples to help you get a feel for what research questions look like in practice. That said, it’s important to remember that these are just examples and don’t necessarily equate to good research topics . If you’re still trying to find a topic, check out our topic megalist for inspiration.

Psst... there’s more!

This post was based on one of our popular Research Bootcamps . If you're working on a research project, you'll definitely want to check this out ...

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Using Student-Generated Questions to Promote Deeper Thinking

Asking students to create their own questions has a powerful impact on learning. Plus, 5 tips to encourage high-quality questions.

You’ve seen a penny hundreds, if not thousands, of times. But can you draw one from memory?

In a famous decades-old study , adults were asked to draw a U.S. penny without any aids. Although they were confident that they knew what a penny looked like, their performance on the test was “remarkably poor.” And when shown pennies with slightly different characteristics, such as misplaced text or with Lincoln’s portrait facing the wrong direction, few were able to identify the inaccuracies.

It’s a maddening quirk of human memory: We’re often convinced that we know something, but upon closer examination, it’s just an illusion. And this, of course, is no surprise to teachers, who often encounter students who overestimate how well they know a topic.

Understanding how people learn and reliably commit things to memory is what prompted psychology professor Mirjam Ebersbach and her colleagues at the University of Kassel to study how students prepare for an exam, and what strategies yielded the optimal improvements in student learning.

In a recent study , Ebersbach and her research team randomly assigned 82 university students to one of three groups. In the restudy group, students simply revisited and restudied the material from a lesson in their psychology course. In the testing group, students studied the material and then took a short 10-question quiz. In the last group, students studied the same material and then created their own probing questions.

One week later, all of the students took a test on the material. Students in the restudy group scored an average of 42 percent on the test, while students in the testing and generating questions groups both scored 56 percent—an improvement of 14 percentage points, or the equivalent of a full letter grade.

“Question generation promotes a deeper elaboration of the learning content,” Ebersbach told Edutopia. “One has to reflect what one has learned and how an appropriate knowledge question can be inferred from this knowledge.”

Stronger Memory Traces

Why is generating questions so effective? Past studies reveal that learning strategies that require additional cognitive effort— retrieval practice, elaboration, concept mapping , or drawing , for example—encourage students to process the material more deeply and consider it in new contexts, generating additional memory traces that aid retention.

Yet the most commonly used strategies are also the least effective. In the study, students filled out a survey identifying the learning strategies they typically used when studying for exams. By far, they said that taking notes and restudying were their go-to strategies—a surprisingly common finding that’s been regularly reported in the research . Less than half as many mentioned practice tests, and only one student among 82 mentioned generating questions.

Passive strategies such as rereading or highlighting passages are “superficial” and may even impair long‐term retention, Ebersbach explained. “This superficial learning is promoted by the illusion of knowledge, which means that learners often have the impression after the reading of a text, for instance, that they got the messages. However, if they are asked questions related to the text (or are asked to generate questions relating to the text), they fail because they lack a deeper understanding,” she told Edutopia.

That lasting “impression” of success makes it hard to convince people that rereading and underlining are, in fact, suboptimal approaches. They register the minor benefits as major improvements and hold fast to the strategies, even when the research reveals that we’re wrong.

Getting Students to Generate Productive Questions in Class

While generating questions is an effective study strategy, it also can be adapted into a classroom activity, whether online or in person.

Here are five ideas to incorporate student-generated questions into your classroom.

Teach students how to ask good questions: At first, it can be difficult for students to generate their own questions, and many will start with simple yes/no or factual prompts. To encourage better questions, ask students to think about and focus on some of the tougher or more important concepts they encountered in the lesson, and then have them propose questions that start with “explain” or that use “how” and “why” framing. Direct your students to road-test their questions by answering them themselves: Do the questions lead to longer, more substantive answers, or can they be answered with a simple “yes” or “no”?

A bonus: Students who propose questions and then answer them to test their soundness are also relearning the materials more deeply themselves. Very sneaky.

Play Jeopardy! : Research shows that active learning strategies, such as using the format of the popular game show Jeopardy! to review concepts, not only boosts student engagement but also increases academic performance. You can involve students by asking them to write the questions themselves.

To create the game, specialized software isn’t even necessary: The researchers in the study used the wiki feature in the class’s learning management system to create a 6x5 table with each cell containing a question. Similarly, you can use PowerPoint or Google Slides to create the Jeopardy! game grid. Here’s a handy template .

Have students create their own test and quiz questions: Is it cheating if students write the questions to the exam? In a 2014 study , researchers evaluated a strategy whereby students not only developed the learning materials for the class but also wrote a significant part of the exams. The result? A 10 percentage point increase in the final grade, attributed largely to an increase in student engagement and motivation. Popular tools like Kahoot and Quizlet are fun and convenient ways to create quizzes, no matter if your classroom is in person, hybrid, or virtual.

Improve class-wide discussions: In a 2018 study , students were asked to write questions based on Bloom’s taxonomy; questions ranged from lower-order true/false and multiple-choice questions to challenging questions that required analysis and synthesis. The students not only enjoyed the exercise—many called it a “rewarding experience”—but also scored 7 percentage points higher on the final exam, compared with their peers in other classes.

Use some class time to identify the characteristics of higher-order questions; then collect student questions and discuss some of the more challenging ones as a group.

Get at ‘driving questions’: For Andrew Miller, a former high school teacher and current administrator at an international pre-K–12 school, taking a page out of project-based learning and asking students to create driving questions —such as “Why do leaves have different shapes?”—not only enhances their understanding of the topic but also “creates interest and a feeling of challenge” that can draw in even the most reluctant students.

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How to do Research in High School: Everything You Need to Know

If you are passionate about a certain subject, doing research in that field is a fantastic way to explore your interests, set the building blocks for a future career, and stand out on college applications. However, for many students, the idea of conducting research seems daunting and inaccessible while in high school and the question of where to start remains a mystery. This guide’s goal is to provide a starter for any students interested in high school research.

Research experience for high school students: Why do research?

Research is a fantastic way to delve into a field of interest. Research students at Lumiere have investigated everything, from ways to detect ocean health, new machine learning algorithms, and the artists of the 19th century. Engaging in research means you can familiarize yourself with a professional environment and develop high-level research skills early on; working with experts means you might discover things you may have never dreamed of before. You are given a valuable opportunity to think ahead and ask yourself foundational questions:

“Is this what I want in a future career?”

“What do I like and dislike about this process?”

As a huge plus (and do not underestimate the value of this!), you will likely gain extremely valuable connections, mentors, and recommenders in working closely with your team.

Let’s face it, the college selection process is becoming more and more competitive each year and admission teams are always looking for new ways to distinguish strong candidates. Doing a research project shows that you are someone with passions and, more importantly, someone with a willingness to take the extra step and explore those passions. You showcase your abilities, ambition, work ethic, eagerness to learn, and professionalism, all at the same time. This will no doubt help you when the time for college applications rolls around.

How to do research in high school: finding opportunities

Now that we’ve covered the ‘why’, let’s cover the ‘how’! There are two ways you can go about this, and it’s a great idea to run these in parallel so that one can serve as a backup for the other.

1. Identify research opportunities and apply strategically: Some opportunities are recurring programs. Usually, these are advertised. These can be structured research programs or internships run by universities, non-profits or government departments.

Organization and preparation were key to my own application processes, so be sure to start thinking ahead. Note that most research programs take place in the summer and require applications that are due by January or February. Make a spreadsheet of programs you’d be interested in and take note of their application deadlines, cost, required materials, etc. Applications often have you write essays and submit recommendation letters, so you want to think about those in advance as well.

2. Cold email to find research opportunities that are not advertised: Another way to pursue research outside of the programs is to try contacting people directly and get involved in their research projects. This would mainly involve university faculty, but you might also find a mentor elsewhere; for instance, if you are interested in medical work, you could contact someone at your local hospital. If you are interested in government, you might reach out to your local representative. If you don’t have any personal connections with faculty members in your field, cold emailing them is the way to go. You’ll need to email a lot of researchers; chances are some are busy, some aren’t in need of interns, and some simply don’t check their emails. To up your chances, you should try reaching out to at least 25 people of interest.

For cold emailing, you’ll be asking for opportunities that may not be advertised. You’ll need to prepare an “email template” of sorts that you’ll be sending out to everyone. It should start with an introduction—who are you, where are you from, how do you know this person—and include a set of your skills and interests that you could bring to the table. Keep this email short, friendly and to the point. Don’t be afraid to follow-up if they don’t respond within the first two weeks! Your message might have just gotten lost in their inbox. You’ll also want to update your resumé to attach to the email be sure to include any relevant coursework, accomplishments, and experience in the field.

Types of research opportunities for high school students

1. do a structured research program in high school.

Structured research programs are excellent ways to gain experience under some top researchers and university faculty, and often include stays at actual labs or college campuses with a wide variety of peers, mentors, and faculty. Examples of some competitive research programs include Research Science Institute (RSI) hosted by MIT, the Summer Academy for Math and Science (SAMS) offered by Carnegie Mellon, and a program hosted by the Baker Institute at Rice University for students interested in political science. For more options, here’s a list of 24 programs for this upcoming summer that we’ve compiled for you!

Another great way of deep-diving into an area of your interest and doing university-level research is through 1-1 mentorship.

Lumiere Research Scholar Program

Founded by Harvard and Oxford researchers, Lumiere offers its own structured research programs in which ambitious high school students work 1-1 with top PhDs and develop and independent research paper.

Students have had the opportunity to work on customized research projects across STEM, social sciences, AI and business. Lumiere’s growing network of mentors currently has over 700, carefully selected PhDs from top universities who are passionate about leading the next generation of researchers. The program is fully virtual! You can find the application form here .

Also check out the Lumiere Research inclusion Foundation , a non-profit research program for talented, low-income students.

Veritas AI’s Summer Fellowship Program

Veritas AI has a range of AI programs for ambitious high school students , starting from close-group, collaborative learning to customized project pathways with 1:1 mentorship . The programs have been designed and run by Harvard graduate students & alumni.

In the AI Fellowship, you will create a novel AI project independently with the support of a mentor over 12-15 weeks. Examples of past projects can be found here .

Apply now !

2. Work with a professor in high school

Research typically asks for an advisor, professional, or mentor. So how does someone end up doing research with a researcher in high school? The very first thing you need to do is identify an area of interest. If you really enjoy biology at school, perfect. If you find history fascinating, you’ve found your topic. The important thing is that you’re truly interested in this area; any discipline is fair game!

3. Participate in competitions and fairs

There are many research competitions and fairs available for high school students to participate in. For example, the Davidson Institute offers cash scholarships for student projects in science, technology, engineering, mathematics, literature, music, or philosophy. The Regeneron International Science and Engineering Fair is a particularly well-known competition for students who have completed independent research projects. Research fairs are a great way to motivate students in pursuing their own interests, showing initiative and drive. Winning a competition also looks great on a resumé! Check out Lumiere’s guide to research competitions here .

4. Pursue your own passion projects

A passion project can mean more than just a presentation made for competition. For example, a student I know created an app to track music trends at our school and then analyzed the data on his own—just for fun! It was a great story to include on his future internship applications. Take a look at Lumiere’s guide for passion projects here .

5. Write a research paper

Once you’ve pursued your own research project, writing a research paper is a next great step. This way, you have a writing sample you’ll be able to send to colleges as an additional supplement, or to labs and researchers for future opportunities. It’s also a fantastic exercise in writing. We know that many high school students might struggle with learning how to write a research paper on their own. This is something you might work with your high school science teacher on, or with the guidance of a Lumiere mentor.

6. Research internships

These can be standalone or part of a research program. In looking for a more structured research experience, a research internship can be particularly valuable in building strong foundations in research. There are always tons of internship opportunities available in all different fields, some as specific as medical research . If you are wondering how to get a research internship in high school, then check out our blog posts and apply!

Things to keep in mind when working with a researcher.

You’ve gotten into a research program! Now you want to do the best job possible. There are a few things to keep in mind while conducting research.

1. Maintain a professional and friendly demeanor

Chances are, there are many things you don’t know or haven’t learned about this field. The important thing is to keep an open mind and remain eager to learn. Don’t be afraid to ask questions or to offer to help with anything, even if it’s not in your job description. Your mentor will appreciate your willingness to adapt, follow procedures, and engage with challenging material.

2. Keep track of what’s happening

Open up your notes app or get a small journal to remember what has happened in each step of the process. I remember the hardest part of writing my college essays was the very beginning: trying to come up with a list of memorable moments to talk about. If you’re looking to write about your research experience in your college application, you need to remember the moments where you struggled, where you learned, where you almost gave up but didn’t, where you realized something, even the moment you first stepped into the lab! If you are given feedback: write that down! If you are asked to reflect on everything you learned: write that down! This will be incredibly important for now and for later.

3. Ask questions

Not only is your mentor there as a potential future recommender, but they are also there to help you learn as much as possible. Absorb as much as you can from them! Ask as many questions as you can about their career, their previous research, their education, their own moments of realization, etc. This will help you discover what this career really entails and what you might look for in navigating your own future career.

Making the most out of your research: How to publish a research paper in high school

A question we often get is whether or not you need to publish your research for you to mention it in your college application. While the answer is no, the experience is a great one to have and definitely allows your work to stand out amongst your peers. Lumiere has published a complete guide to publishing research in high school here . What’s important to keep in mind is that there are various journals that specifically accept high school research reports and papers, such as the Concord Review or the Journal of Emerging Investigators. In our articles below, we go through a detailed guide of what these journals are and how a student might best approach the submission process.

Useful guides for publishing a research paper in high school

The Concord Review: The Complete Guide To Getting In (lumiere-education.com)

The John Locke Essay Competition

The Complete Guide to the Journal of Emerging Investigators (lumiere-education.com)

Research is an incredibly rewarding learning experience for everyone. While high school may seem early, it’s always better to start sooner rather than later, both for your college applications and for your own personal progress. Although the process may seem daunting at first, we hope we’ve broken it down in a way that’s simple and digestible. And if you want extra support, the Lumiere Research Scholar Program is always here to help!

Amelia is a current junior at Harvard College studying art history with a minor in economics. She’s enthusiastic about music, movies, and writing, and is excited to help Lumiere’s students as much as she can!

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100 Interesting Research Paper Topics for High Schoolers

What’s covered:, how to pick the right research topic, elements of a strong research paper.

• Interesting Research Paper Topics

Composing a research paper can be a daunting task for first-time writers. In addition to making sure you’re using concise language and your thoughts are organized clearly, you need to find a topic that draws the reader in.

CollegeVine is here to help you brainstorm creative topics! Below are 100 interesting research paper topics that will help you engage with your project and keep you motivated until you’ve typed the final period. 

A research paper is similar to an academic essay but more lengthy and requires more research. This added length and depth is bittersweet: although a research paper is more work, you can create a more nuanced argument, and learn more about your topic. Research papers are a demonstration of your research ability and your ability to formulate a convincing argument. How well you’re able to engage with the sources and make original contributions will determine the strength of your paper. 

You can’t have a good research paper without a good research paper topic. “Good” is subjective, and different students will find different topics interesting. What’s important is that you find a topic that makes you want to find out more and make a convincing argument. Maybe you’ll be so interested that you’ll want to take it further and investigate some detail in even greater depth!

For example, last year over 4000 students applied for 500 spots in the Lumiere Research Scholar Program , a rigorous research program founded by Harvard researchers. The program pairs high-school students with Ph.D. mentors to work 1-on-1 on an independent research project . The program actually does not require you to have a research topic in mind when you apply, but pro tip: the more specific you can be the more likely you are to get in!

Introduction

The introduction to a research paper serves two critical functions: it conveys the topic of the paper and illustrates how you will address it. A strong introduction will also pique the interest of the reader and make them excited to read more. Selecting a research paper topic that is meaningful, interesting, and fascinates you is an excellent first step toward creating an engaging paper that people will want to read.

Thesis Statement

A thesis statement is technically part of the introduction—generally the last sentence of it—but is so important that it merits a section of its own. The thesis statement is a declarative sentence that tells the reader what the paper is about. A strong thesis statement serves three purposes: present the topic of the paper, deliver a clear opinion on the topic, and summarize the points the paper will cover.

An example of a good thesis statement of diversity in the workforce is:

Diversity in the workplace is not just a moral imperative but also a strategic advantage for businesses, as it fosters innovation, enhances creativity, improves decision-making, and enables companies to better understand and connect with a diverse customer base.

The body is the largest section of a research paper. It’s here where you support your thesis, present your facts and research, and persuade the reader.

Each paragraph in the body of a research paper should have its own idea. The idea is presented, generally in the first sentence of the paragraph, by a topic sentence. The topic sentence acts similarly to the thesis statement, only on a smaller scale, and every sentence in the paragraph with it supports the idea it conveys.

An example of a topic sentence on how diversity in the workplace fosters innovation is:

Diversity in the workplace fosters innovation by bringing together individuals with different backgrounds, perspectives, and experiences, which stimulates creativity, encourages new ideas, and leads to the development of innovative solutions to complex problems.

The body of an engaging research paper flows smoothly from one idea to the next. Create an outline before writing and order your ideas so that each idea logically leads to another.

The conclusion of a research paper should summarize your thesis and reinforce your argument. It’s common to restate the thesis in the conclusion of a research paper.

For example, a conclusion for a paper about diversity in the workforce is:

In conclusion, diversity in the workplace is vital to success in the modern business world. By embracing diversity, companies can tap into the full potential of their workforce, promote creativity and innovation, and better connect with a diverse customer base, ultimately leading to greater success and a more prosperous future for all.

Reference Page

The reference page is normally found at the end of a research paper. It provides proof that you did research using credible sources, properly credits the originators of information, and prevents plagiarism.

There are a number of different formats of reference pages, including APA, MLA, and Chicago. Make sure to format your reference page in your teacher’s preferred style.

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• Can a capitalist system effectively reduce inequality?
• Is a three-branch government system effective?
• What causes polarization in today’s politics?
• Is the U.S. government racially unbiased?
• Choose a historical invention and discuss its impact on society today.
• Choose a famous historical leader who lost power—what led to their eventual downfall?
• How has your country evolved over the past century?
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• What is a patriot?
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• What are the causes and effects of bullying?
• Why has the divorce rate in the U.S. been declining in recent years?
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• How does an MRI machine work?
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• Elderly populations
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• Analyze the costs and benefits of diet culture.
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• Discuss the effects of the obesity epidemic on American society.
• Are students smarter since the advent of the internet?
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• Has digital downloading helped the music industry?
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• What would happen if the internet went out?
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• How has social media affected the way people relate with each other?
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• Discuss the importance of source software.
• What is more relevant in today’s world: mobile apps or websites?
• How will fully autonomous vehicles change our lives?
• How is text messaging affecting teen literacy?

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• What are the benefits of daily exercise?
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• Analyze how mental health is talked about in pop culture.
• Discuss the pros and cons of more counselors in high schools.
• How does stress affect the body?
• How do emotional support animals help people?
• What are black holes?
• Discuss the biggest successes and failures of the EPA.
• How has the Flint water crisis affected life in Michigan?
• Can science help save endangered species?
• Is the development of an anti-cancer vaccine possible?

Environment

• What are the effects of deforestation on climate change?
• Is climate change reversible?
• How did the COVID-19 pandemic affect global warming and climate change?
• Are carbon credits effective for offsetting emissions or just marketing?
• Is nuclear power a safe alternative to fossil fuels?
• Are hybrid vehicles helping to control pollution in the atmosphere?
• How is plastic waste harming the environment?
• Is entrepreneurism a trait people are born with or something they learn?
• How much more should CEOs make than their average employee?
• Can you start a business without money?
• Should the U.S. raise the minimum wage?
• Discuss how happy employees benefit businesses.
• How important is branding for a business?
• Discuss the ease, or difficulty, of landing a job today.
• What is the economic impact of sporting events?
• Are professional athletes overpaid?
• Should male and female athletes receive equal pay?
• What is a fair and equitable way for transgender athletes to compete in high school sports?
• What are the benefits of playing team sports?
• What is the most corrupt professional sport?

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• Open access
• Published: 06 September 2016

Promoting the asking of research questions in a high-school biotechnology inquiry-oriented program

• Tom Bielik 1 &
• Anat Yarden   ORCID: orcid.org/0000-0002-3948-9400 1  

International Journal of STEM Education volume  3 , Article number:  15 ( 2016 ) Cite this article

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Asking questions is an important scientific practice, and students around the world are expected to learn how to ask their own research questions while performing inquiry. In contrast to authentic scientific inquiry, in most simple inquiry tasks that are carried out in schools, the research questions are given to the students. Here, we characterized the teaching and learning of research-question-asking in the context of an innovative inquiry-oriented program for high-school biotechnology majors, focusing on two case studies of lessons in which students were expected to formulate their research questions.

In-depth examination of students’ questions, written during the two lessons, revealed that only in one of the lessons students’ ability to ask research questions improved. A connection was found between the more student-centered, dialogic, and interactive teaching strategy and the development of students’ ability to ask research questions in that class. Most of the research questions that were investigated by the students originated from a peer-critique activity during the student-centered lesson, unlike the teacher-focused lesson from which none of the students’ suggested research questions were selected for investigation.

Conclusions

It can be concluded that a student-centered, dialogic, and interactive teaching strategy may contribute to the development of students’ ability to ask research questions in an inquiry-oriented high-school program. Encouraging teachers to implement dialogic and interactive classroom discourse in authentic inquiry could be a meaningful tool to support the teaching and learning of scientific abilities such as asking research questions.

Asking questions is considered a crucial component in developing scientific literacy, as emphasized in various policy documents worldwide (Australian Curriculum Assessment and Reporting Authority [ACARA] 2012 ; European Commission 2007 ; National Research Council [NRC] 2012 ; United Kingdom Department of Education 2013 ). Students’ questions play an important role in promoting their scientific habits of mind and their understanding of scientific knowledge (Chin and Osborne 2008 ). Students are expected to ask their own research questions while participating in inquiry learning (Lombard and Schneider 2013 ), and teachers are expected to teach their students to ask research questions that are feasible for investigations, by providing them with inquiry environments that encourage asking research questions (Hartford and Good 1982 ). The teacher’s assistance is required in scaffolding students’ learning, transforming their questions into research questions that are appropriate for authentic scientific inquiry (Wayne Allison and Shrigley 1986 ). However, in most simple inquiry tasks that are carried out in schools, the research questions are given to the students, in contrast to authentic scientific inquiry, where scientists are expected to develop and explore their own research questions (Chinn and Malhotra 2002 ). In light of the need for a better understanding of the processes contributing to the development of students’ ability to ask research questions, we explored the teaching and learning of this ability in an innovative inquiry-oriented program entitled Bio-Tech. We demonstrate that a student-centered teaching strategy that includes a peer-critique activity during the lesson on how to ask research questions improved students’ ability to formulate research questions that are appropriate for investigation in the Bio-Tech program.

Inquiry-based science teaching

Engaging students in scientific inquiry is one of the principal goals of science education, recommended by researchers and in various policy documents (Bybee 2000 ; European Commission 2007 ; National Research Council [NRC] 1996 , 2000 ).

One of the commonly accepted definitions of scientific inquiry is the one published in the National Research Council (NRC) ( 1996 ): “Scientific inquiry refers to the diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from their work. Inquiry also refers to the activities of students in which they develop knowledge and understanding of scientific ideas, as well as an understanding of how scientists study the natural world” (p. 23). The NRC further elaborates on the components of scientific inquiry: “Inquiry is a multifaceted activity that involves making observations; posing questions; examining books and other sources of information to see what is already known; planning investigations; reviewing what is already known in light of experimental evidence; using tools to gather, analyze, and interpret data; proposing answers, explanations, and predictions; and communicating the results. Inquiry requires identification of assumptions, use of critical and logical thinking, and consideration of alternative explanations” (p. 26). We base the research presented in this article on the above definition of inquiry.

The NRC ( 2000 ) suggests five features that best define the teaching and learning of inquiry. Engaging in scientifically oriented questions is one of these features. Asking questions is also one of the eight crucial scientific practices suggested in the recent framework for K-12 science education (NRC 2012 ). Students around the world are required to learn about and gain an understanding of the inquiry process and develop their understanding of scientific practices by experiencing authentic inquiry in an active learning environment (Abd-El-Khalick et al. 2004 ; Bybee 2000 ; European Commission 2007 ; National Research Council [NRC] 1996 ). By practicing inquiry, students are expected to cultivate scientific habits of mind, practice logical scientific reasoning, develop critical thinking abilities in a scientific context, and experience meaningful learning of scientific concepts and processes (Chinn and Malhotra 2002 ; Harlen 2004 ; Hmelo-Silver et al. 2007 ). However, a debate still exists regarding the goals, methods, and strategies used to incorporate inquiry into the science-education classroom (European Commission 2007 ; Tamir 2006 ; Windschitl et al. 2008 ), and many issues remain unclear regarding the learning goals and suitable strategies for teaching scientific inquiry (Furtak et al. 2012 ; Minner et al. 2010 ).

Asking research questions

Asking questions is a core scientific practice required for gaining scientific literacy and developing students’ critical thinking and their understanding of the inquiry process (Cuccio-Schirripa and Steiner 2000 ; Dori and Herscovitz 1999 ; Hartford and Good 1982 ; National Research Council [NRC] 2012 ; Pedrosa-de-Jesus et al. 2012 ). The goals of teaching how to ask questions are to direct students’ knowledge construction, foster communication, help them self-evaluate their understanding, and increase their motivation and curiosity (Chin and Osborne 2008 ). Asking questions is an integral part of the practice of critiquing, which is important for developing students’ scientific literacy (Henderson et al. 2015 ).

Research questions, also termed researchable questions (Chin and Kayalvizhi 2002 ; Cuccio-Schirripa and Steiner 2000 ), investigable questions (Chin, 2002 ), or operational questions (Wayne Allison and Shrigley 1986 ), are questions that call for hands-on, manipulative, operational actions and can lead to a process of collecting data to answer them (Hartford and Good 1982 ). Research questions should be meaningful, interesting, and challenging for the students, providing them with opportunities to demonstrate their knowledge, skills, and abilities and also encouraging them to exercise their critical and creative thinking (Chin and Kayalvizhi 2002 ). To answer the research questions, they must be appropriate to the student’s cognitive developmental level and the procedures should be accessible and manageable to the student (Keys 1998 ). Students’ research questions should be investigable within the limitations of time and materials. The inquiry process that is required to answer research questions should not be too expensive, complicated, or dangerous to perform (Chin and Kayalvizhi 2002 ). Furthermore, research questions should lead to genuine exploration and discovery of previously unknown knowledge (Cuccio-Schirripa and Steiner 2000 ).

Students are expected to ask their own research questions while participating in scientific inquiry (Cuccio-Schirripa and Steiner 2000 ). These questions should help students progress to the next stages of the inquiry process (Chin 2002 ) and develop their procedural and conceptual knowledge (Chin and Brown 2002 ). Students are expected to formulate their own research questions during their school science learning (National Research Council [NRC] 2007 ). In addition, students should be able to distinguish between research questions and other types of questions and to refine their empirical questions that lead to open investigations (National Research Council [NRC] 2000 ). Harris et al. ( 2012 ) investigated fifth-grade teachers’ instructional moves and teaching strategies while teaching students how to ask research questions. They found that although the teachers displayed a student-centered and dialogic approach, they experienced challenges in developing their students’ ideas into investigable questions. Lombard and Schneider ( 2013 ) found that high-school biology majors’ ability to write research questions appropriate for investigation improved while maintaining their ownership of the inquiry process. Some of the students’ ability to write appropriate research questions was achieved by employing structured teacher guidance while engaging students in peer discussions (Lombard and Schneider 2013 ). Considering the above, there is a need to explore means of promoting the learning of how to ask research questions in science classrooms. This study aims to explore the development of students’ ability to ask research questions while participating in an inquiry-oriented program.

Classroom discourse and communicative approach

Examining classroom discourse is a powerful tool for evaluating the development of students’ scientific understanding and abilities (Osborne 2010 ; Pimentel and McNeill 2013 ). The discourse that is carried out in most secondary science classrooms is teacher-centered (Newton et al. 1999 ), as it is difficult for teachers to shift from the traditional teacher-centered instruction to more student-centered discursive teaching strategies (Jimenez-Aleixandre et al. 2000 ; Lemke 1990 ).

One of the methods of investigating classroom discourse is the communicative approach. The communicative approach analytical framework was developed by Mortimer and Scott ( 2003 ) to examine and classify types of classroom discourse. This approach focuses on the teacher–student interactions that serve to develop students’ ideas and understanding in the classroom. The framework is based on sociocultural principles, according to which individual learning and understanding is influenced by the social interaction context (Scott 1998 ; Vygotsky 1978 ) and the role of language during classroom talk (Lemke 1990 ).

Central to the communicative approach are the dialogic/authoritative and interactive/non-interactive dimensions. The dialogic/authoritative dimension determines whether the teacher acts as a transmitter of knowledge embodied in one scientific meaning or adopts a dialogic instruction that encourages exploration of different views and ideas to develop shared meaning of new knowledge (Scott 1998 ). In an authoritative discourse, the discussion is “closed” to other voices, having a fixed intent and controlled outcome. In a dialogic discourse, the teacher encourages the students to express their ideas and debate their points of view. The discussion is “open” and may include several different views. The intent of the dialogic discourse is generative, and the outcome is unknown. Scott et al. ( 2006 ) suggested that there is a necessary tension during classroom discourse between the authoritative and dialogic dimensions. The teachers may shift between approaches, according to their teaching purposes and goals (Scott et al. 2006 ). The interactive/non-interactive dimension determines the students’ involvement level during the discourse. In interactive discourse, many students participate in the discussion, whereas in non-interactive discourse, the number of students participating in the discussion is limited to one or a very few.

The communicative approach examines the patterns of interaction during classroom discourse. These are represented by the triadic dialog, comprised of the Initiation-Response-Evaluation (I-R-E) structure (Mehan 1979 ). According to this pattern, each dialogic sequence usually starts with teacher initiation (mostly in the form of a question); this is followed by a response from a student (an answer to the question), and the sequence closes with a teacher evaluation of the response. This short and closed-chain triadic sequence dominates most teacher-centered classroom discourse and is very common in high-school classrooms (Lemke 1990 ; Scott et al. 2006 ). Mortimer and Scott ( 2003 ) suggested that interactive discourse is characterized by long and open non-triadic patterns, in which the teacher refrains from immediate evaluation of the student’s response and instead may prompt the students to further elaborate on their ideas or encourage other students to critique their ideas.

The discursive moves used by the teacher during the lesson are pivotal in navigating the classroom discussion and promoting meaningful discourse (Pimentel and McNeill 2013 ), as well as for providing collaborative feedback (Gan Joo Seng and Hill 2014 ). Among the various teacher moves, teachers’ questions play an important role in students’ learning, as they scaffold students’ thinking and understanding and encourage their involvement in the classroom discourse (Chin 2007 ; Kawalkar and Vijapurkar 2011 ). One way of classifying teachers’ questions is as open or closed. Open questions, in which the teacher probes for students’ ideas without expecting a specific known answer, promote dialogic discourse and increase students’ involvement in the discussion. In contrast, closed questions require the students to recall factual knowledge and lead to authoritative discourse that does not promote students’ meaningful learning (Chin 2007 ). This research focuses on the discourse in two classrooms during whole-class discussions in lessons designed to teach students how to ask their research questions. Examining the communicative approaches and teachers’ moves allowed analyzing the possible connections between the teachers’ instructional strategies and students’ learning to ask questions.

In light of the important role of asking research questions on students’ learning in authentic scientific inquiry environments, we characterized the teaching and learning of this ability in the context of a high-school inquiry-oriented biotechnology program. We focused on both the teaching of asking research questions, as reflected in the two teachers’ teaching strategies described in the case studies, and on students’ learning, as reflected in the analysis of the research questions they generated during the lesson. Students’ ability to ask research questions, which differ from other questions by being manipulative, feasible, and meaningful for the students, was evaluated before and during a lesson that was designed to support students in formulating research questions to be investigated. Specifically, we asked:

Did—and how did—the Bio-Tech students’ ability to ask research questions change during the lessons?

What teaching strategies, mostly concerning teachers’ actions, dialogic moves, and time management, were used by the Bio-Tech teachers during the lessons?

This is a mixed-methods case study comparison research that involves mixed methods—both quantitative and qualitative. It involves non-random case studies of two teachers and their classes. The collected data include a pre-lesson questionnaire, students’ written sheets during the lessons, audio-recordings of class observations, and interviews with the class teachers.

Research context: the Bio-Tech program

The inquiry-oriented program that served as the context for this study was an inquiry program of 11th-grade biotechnology majors, entitled Bio-Tech. The Bio-Tech program is an optional part (1 credit out of a total of 5 credits) of the Israeli matriculation examinations. Bio-Tech is a year-long program, carried out in both the school and a research institute. At the beginning of the school year, the Bio-Tech classroom lessons are devoted to the study of Adapted Primary Literature (APL) scientific articles (Yarden et al. 2001 ) which present the students with the background content knowledge as well as the methods, tools, and procedures carried out in their designated research group. About 2 months into the Bio-Tech program, the class goes to the research institute for a preliminary experiment. At this stage, the students meet a scientist from one of the participating research laboratories and visit that laboratory. They learn about the research institute’s structure, departments, and main fields of research. They take part in small-scale preliminary experiments, where they are familiarized with the program’s tools and methods.

Following the preliminary visit to the research institute, the students are divided into groups of two or three students and start to plan their inquiry experiment under their teacher’s guidance, with occasional assistance from a scientist and science educator. At this stage, the students are expected to formulate their own research questions to be investigated in the main experiment. The experiment is restricted to the tools and methods available in the research institute laboratories and needs to be relevant to the research content. Once all of the students have planned their experiments and have had them approved by the teacher and scientist, the class returns to the research institute laboratories for 2 days to perform their experiments. The students then collect the data and begin to analyze and interpret the results. Once back at school, students continue to analyze the data, write up the research assay, and prepare for a final oral exam, assisted by their teacher.

Lessons in asking research questions

As already noted, students are expected to ask research questions that will lead them to the planning and execution of inquiry in the Bio-Tech program. This task usually takes place after learning the APL article and the preliminary visit to the research institute, where students are introduced to the researchers and to the laboratory techniques that will be used in their research. Back in the classroom, the teacher is expected to teach the students how to ask research questions that are appropriate to the Bio-Tech program and the class’s specific research topic. Students are expected to generate their own research questions, with the teacher’s support, which will lead them to the hands-on experiments conducted at the research institute. Here, we focus on lessons in which students were taught how to ask research questions, including an activity in which they formulated research questions and critiqued the questions formulated by their class peers. The teachers who took part in this research were asked to include the peer-critique activity in their question-asking lesson. This activity was designed as a pedagogical tool to encourage the asking of research questions and to promote the students’ communication and collaboration abilities by writing research questions in groups and having them reviewed by their peers, as recommended by Henderson et al. ( 2015 ).

The peer-critique activity was based on a written sheet received by each group. First, the students were asked to write down three research questions that they would like to investigate in the Bio-Tech program. Then, they chose one of the questions and asked it as a research question, according to what they had learned in the previous part of the lesson. The groups then exchanged their written question with another group. The students were asked to critique the other group’s question, based on the research-question characteristics they had learned. These characteristics include the following: (i) the question should be related to the research topic, (ii) the question should consist of dependent and independent variables and the relationships between them, and (iii) the question should be appropriate for research under the limitations of complexity, available equipment, and time. The critiquing students were also asked to rewrite the research question so that it would be appropriate for the Bio-Tech program. Subsequently, the original groups got their reviewed question back, wrote their response to the other students’ critique, and formulated their final research question. Taken together, this interactive activity offered the students an opportunity to independently formulate their own research questions and to evaluate their own and their peers’ questions. Collected data included students’ written questions in the pre-lesson questionnaire, questions during the peer-critique activity, and final research questions which were investigated by the students later in the program.

Participants

Two biotechnology teachers and their students were chosen for this study by convenience sampling. The teachers, Sam and Rebecca (not their real names), were experienced biotechnology and biology teachers. Their students participated in the Bio-Tech program during the 2012/2013 academic year. The two teachers were chosen for this research because they were both experienced biotechnology teachers with many years of experience in teaching different inquiry programs (Table  1 ). Most of the students were of middle to high-middle average socio-economic background, based on the teachers’ report and the 2006 Israeli Central Bureau of Statistics report, in which the local municipalities were ranked 139 and 147 for the average socio-economic ratio out of 197 (197 being the highest socio-economic ranked municipality, http://www.cbs.gov.il/www/publications/pw77.pdf ).

Observations, recordings, and artifacts of the lessons

The teaching and learning of how to ask research questions in the Bio-Tech classes that participated in this study were facilitated by a lesson that included explanations and examples of appropriate research questions and the peer-critique activity. The teachers, who volunteered to use the peer-critique activity, were trained to use the activity and asked to incorporate it in their planned lessons. Prior to the lesson on how to ask research questions, students were given a questionnaire in which they were asked to write at least three research questions that they would like to explore. The pre-lesson questionnaire was filled out by individual students, while the peer-critique activity was performed by the designated research groups. The results presented in this study were taken from lessons of the two Bio-Tech teachers, Sam and Rebecca, who performed the activity in the 2012/2013 academic school year. Collected data included students’ written sheets and audio-recordings of the lessons. Students’ written questions during the peer-critique activity were collected, analyzed, and compared to the students’ questions in the pre-lesson questionnaire and to their final research questions, investigated in the Bio-Tech program.

Interviews with the teachers

Semi-structured interviews with the two Bio-Tech teachers were performed right after the lesson on how to ask research questions, at the end of the school year, and 1 year later. In the interviews, the teachers described their teaching strategies and goals for the asking of research questions in the Bio-Tech program and addressed specific cases from the analyzed lessons that were presented to them.

Parts of the interviews that address the teaching and learning of asking research questions were transcribed and analyzed. Teachers were prompted to describe their approach when teaching students how to ask research questions, the process that the Bio-Tech students experienced during the program when formulating and investigating their research questions, and other opportunities the students may had to engage in asking research-question practice in school. Teachers’ answers which addressed these issues were transcribed and used to determine teachers’ attitudes towards their teaching approach and students’ learning of asking research questions in the Bio-Tech program. Another science-education researcher validated emerging attitudes, and consensus was reached for determining teachers’ attitude.

Analysis of students’ written questions

Students’ written questions in the pre-lesson questionnaire and in the peer-critique activity sheet were classified as research or non-research questions, based on the definition of Cuccio-Schirripa and Steiner ( 2000 ). To be classified as a research question, the following criteria are required: (i) answering the question requires a hands-on investigation and data collection; (ii) the question includes a specific measurable dependent variable, a specific manipulated independent variable, and the connection between them; and (iii) the answer to the question is unknown to the student. Questions that did not meet all of these criteria were classified as non-research questions. For example, one of the students’ suggested research question was as follows: “The effect of LDL on dismantling of neural toxic gas.” This question was classified as a non-research question, since it is not specific and does not include measurable variables. Another example was the following question: “What is the difference between the effect of Tetracycline and Kanamycin antibiotics in the growth medium on the growth of the bacteria that contain the PON1 gene?” This question was classified as a research question, since it required hands-on investigation, includes measurable variables, and the answer is not known to the students.

Students’ questions were statistically analyzed using Pearson’s χ 2 test of independence. Effect size was calculated for standardized differences between two means of percentage of research questions in each class using Cohen’s d . Students’ questions prior to the lesson were matched and compared to the research questions they wrote during the peer-critique activity and to the final research questions that they investigated during the Bio-Tech program. Classification of the students’ questions was validated by four science-education researchers who rated a sample of about 10 % of the questions. Raters were asked to classify the questions as research or non-research. More than 80 % agreement was achieved between the raters. Debatable questions were further discussed among the authors until full agreement was reached.

Analysis of the classroom discourse

The communicative approach analytical framework (Mortimer and Scott 2003 ) was chosen to examine the classroom discourse during the lesson on how to ask research questions. Audio-recordings of this lesson were fully transcribed and divided into episodes and utterances. The episodes were divided according to the content discussed in each part of the lesson. Each utterance included one speech turn. Some speech turns were divided into several utterances according to their content. Each utterance was coded and classified according to the communicative approach framework (Mortimer and Scott 2003 ). Utterances were analyzed according to the I-R-E patterns of interaction (Lemke 1990 ; Mehan 1979 ).

Frequencies of dialogic sequences were calculated for each examined lesson part. Dialogic interactions that were interrupted or not completed were classified as “truncated chains.” Dialogic sequences that included only the triadic pattern were classified as “closed I-R-E chains.” Dialogic sequences that included the teacher’s prompting and delayed evaluation were classified as “long open chains.” The teachers’ instructional moves were coded into the following categories, based on Pimentel and McNeill ( 2013 ): open questions (questions with many possible answers, aimed to expose students’ ideas and thoughts), closed questions (questions with one possible answer that is known to the teacher), probing (asking the student to clarify or elaborate on his/her response, avoiding evaluation), elaborating (long teacher explanation following a short response from a student), toss-back (asking the students to comment on another student’s response, avoiding evaluation), and re-voicing (repeating a student’s response with slight changes, avoiding evaluation). Long speech acts were defined as teachers’ utterances of more than 100 consecutive words. The percentage of teacher talk during the examined lessons was calculated by dividing the number of teacher words by the total number of words spoken during the examined lesson part. For validation purposes, about 10 % of the transcribed lessons were analyzed by five science-education researchers, and more than 80 % agreement was achieved between the raters. The debatable sequences were further discussed until a full consensus was reached.

Development of students’ ability to ask research questions during the lessons

To examine the possible development of students’ ability to ask research questions, an in-depth examination of students’ questions, written during classroom lessons, was performed. The Bio-Tech lessons of two teachers, Sam and Rebecca, were chosen for examination. These lessons included a peer-critique activity that was designed to engage students in collaborative discussions and critiquing. These lessons were assumed to be central to the students’ learning to ask research questions in the Bio-Tech program. It is not suggested that this is the only factor that contributes to the development of the Bio-Tech students’ ability to ask research questions; however, it might be a meaningful part of the program that contributed to the students’ learning of this ability. Students’ research questions, written during the peer-critique activity in the examined lessons, were compared to two sets of questions: (i) students’ suggested research questions in the pre-lesson questionnaire and (ii) students’ research questions that were investigated in the main experiments of the Bio-Tech program.

Students’ questions were categorized as research or non-research questions, based on the aforementioned definition of Cuccio-Schirripa and Steiner ( 2000 ). The percentage of research questions written by Rebecca’s students significantly increased during the peer-critique activity (38.5 % in the pre-lesson questionnaire and 89.3 % in the peer-critique activity, χ 2  = 15.45, df  = 1, p  < .001). The percentage of research questions written by Sam’s students remained low in the pre-lesson questionnaire and during the peer-critique activity (3.7 and 5.4 %, respectively, χ 2  < .001, df  = 1, p  = 1). The effect size in Rebecca’s class was high (Cohen’s d  = 1.03) compared to the low effect size in Sam’s class (Cohen’s d  = .08), indicating that Rebecca’s lesson improved her students’ ability to ask research questions, in contrast to Sam’s lesson (Fig.  1 ).

A comparison of students’ ability to ask research questions before and during the two lessons. * p  < .001, n  = number of questions

In Sam’s class, 12 groups of students formulated their research questions during the peer-critique activity. However, none of the final research questions that were investigated by Sam’s students in the Bio-Tech program were based on the questions that his students formulated during the lesson. In his interview, Sam mentioned that most of the research questions were given to the students prior to the main experiment at the research institute. He claimed that he tried to match the research questions to those suggested by the students during the lesson but that most of their questions were not appropriate or impossible to investigate at the research institute.

In Rebecca’s class, nine groups of students wrote their suggested research questions during the peer-critique activity. Out of the five research questions that were investigated by Rebecca’s students in the Bio-Tech program (most of the questions were investigated by two groups, exploring different variants of the bacterial strains), four originated from the research questions formulated by the students during the lesson. The questions that were taken for investigation focused on the effect of the growth medium on PON1 enzyme expression level, the effect of PON1 competitive inhibitor levels on PON1 activity, the effect of the protein purification method on PON1 activity level, and the effect of PON1 expression on the protein activity level. Since most of the research questions written during Rebecca’s lesson were subsequently used for the inquiry conducted by the students in the Bio-Tech program, it is assumed that Rebecca’s lesson was fundamental to the students’ acquisition of this ability. Nevertheless, in their interviews, both teachers mentioned that biotechnology students have numerous opportunities to practice this ability in other scientific learning environments, such as laboratory experiments and other projects.

The Bio-Tech teachers’ teaching strategies during the lessons

In an attempt to explain the observed differences between Sam’s and Rebecca’s students’ ability to ask research questions during the examined lessons, the teaching strategies during these lessons were examined for the following aspects: (i) the teachers’ chosen lesson structure and (ii) the communicative approach and main teacher moves during the lessons.

Structure of the lessons on how to ask research questions

Sam’s lesson was 64 min long. He devoted the first part of the lesson to a whole-class discussion (30 % of the lesson duration), followed by the peer-critique activity (70 % of the lesson duration). In the whole-class discussion, Sam focused on the characteristics of research questions and on formulating a hypothesis that will lead to an experiment that may enable answering the question. Sam used a few examples of research questions which were unrelated to the Bio-Tech program to explain to his students how to formulate an appropriate research question and hypothesis. In his interview, Sam addressed the time limitation of the examined lesson, mentioning it as a restrictive factor in his teaching.

Rebecca’s lesson was 100 min long. It included a whole-class discussion that focused on the requirements of a research question appropriate for the Bio-Tech program (40 % of the lesson duration), the peer-critique activity (38 % of the lesson duration), and another whole-class discussion dedicated to analyzing some of the students’ chosen research questions (22 % of the lesson duration). The first whole-class discussion focused on the characteristics and components of research questions appropriate for the Bio-Tech program, and students were asked to propose possible research questions. In the whole-class discussion that followed the peer-critique activity, two of the groups presented their chosen research questions and the other students critiqued them in a whole-class discussion (Fig.  2 ).

The structures of the two lessons (percentage of lesson duration)

Communicative approach during the lessons

Discourse analysis of the whole-class discussions that were performed at the beginning of the examined lessons was carried out, following the communicative approach analytical framework described by Mortimer and Scott ( 2003 ).

Sam’s lesson

In the first part of the lesson, Sam focused on the characteristics of research questions and on the importance of formulating hypotheses that can lead to experiments that may answer the research questions. Sam used several examples unrelated to the Bio-Tech topic to explain how to formulate appropriate research questions and hypotheses. Sam also emphasized the nature of science and the scientific method in several cases, as can be seen in the following teacher speech act taken from the whole-class discussion: “Based on the scientific method, the first thing I want to do is to ask myself the question, define the question.”

Sam’s communicative approach was mostly authoritative and non-interactive during the whole-class discussion. His authoritative approach was reflected in the fact that he presented students with only his views regarding the characteristics of research questions and hypotheses and did not allow the students to voice their own ideas. Sam’s lesson included only a few teacher questions for the students (two closed questions with specific answers and only one open question), low student involvement during the lesson, and six long teacher speech acts (more than 100 consecutive words). In the long speech acts that occurred during the lesson, Sam did not ask questions and did not engage the students in the discussion. His voice was the only voice heard. Sam occasionally asked the students to confirm their understanding using rhetorical questions (e.g., “OK?…Right?”). Most of the discourse during the class discussion was Sam’s (95 % teacher talk). Sam’s students asked 13 questions during the whole-class discussion, most of them requests for clarification of the taught topic. These questions were answered by long teacher answers, as exemplified in Table  2 .

In the few interactions initiated by Sam’s questions, the canonical I-R-E closed-chain triadic interaction pattern was identified (Table  3 ).

All of the above demonstrate Sam’s authoritative and non-interactive communicative approach. Sam acknowledged his teacher-centered approach during the examined lesson in his interview. He claimed that his teaching approach changes between the formal classroom lessons and the laboratory lessons. In the formal classroom lessons, he is usually in control of the discussion and tries to use the limited amount of time he has to cover as much content as possible. On the other hand, during the laboratory lessons, he allows the students to be more independent, promotes more open discussions, and encourages his students’ involvement. According to Sam, the students know they will have the opportunity to further discuss and elaborate their ideas in the laboratory lessons.

Rebecca’s lesson

Rebecca dedicated two parts of the lesson to whole-class discussions, focusing on the characteristics and components of research questions that are appropriate for the Bio-Tech program. In the first part of the lesson, she asked the students to propose possible research questions. She focused on the correct wording of research questions and the characteristics and components of research questions that are suited to the Bio-Tech program. Each episode during the whole-class discussion began with an open teacher question, inviting the students to share their ideas. Rebecca repeatedly connected the discussion to the Bio-Tech topic when discussing possible research questions, and available tools and methods, using the specific Bio-Tech subject-matter terms.

Rebecca’s communicative approach was mostly dialogic and interactive. The dialogic approach was demonstrated by the teacher’s moves, encouraging the students to voice their opinions and prompting them to elaborate on their ideas. For example, Rebecca asked: “What are the characteristics of a good research question?” Rebecca’s interactive approach was observed in her interactions with the students. She asked 77 questions during the examined whole-class discussion: 56 of them were open questions that encouraged the students to expand on their thoughts and give their own opinions, and 21 were closed questions that required specific answers. The interactions between Rebecca and her students were frequent during the class discussion, and the students were highly involved in the discussions (66 % teacher talk). Rebecca used interactive talk moves, such as re-voicing of students’ answers, writing the students’ suggestions on the board, and asking students to elaborate on their answers. Some of the students’ ideas developed into a dialogic discourse between the students and teacher. It should be mentioned that Rebecca rejected students’ answers on three occasions during the examined discussion, as exemplified in Table  4 .

Rebecca’s moves during the examined lesson included student-centered moves such as prompting questions, re-voicing her students’ ideas without evaluating, and tossing back some of the students’ questions to the other students. Most of the 21 questions asked by students during the analyzed lesson part were requests for clarification about the taught subject or requests for further elaboration and explanations from the teacher. The teacher’s responses to these questions were sometimes direct answers, but in some cases, she also replied by asking the students to elaborate or expand on their question, as exemplified in Table  5 .

In the examined discussion, Rebecca demonstrated the triadic I-R-E pattern 5 times, while showing longer sustained interactions 21 times (e.g., I-R-P-R-P-R-E, P stands for Prompt). In doing so, Rebecca maintained longer chains of interactions with the students. In Table  6 , an open chain of interactions is demonstrated. It starts with the teacher’s request for an example of a question that cannot be investigated (Initiation, turn 1) and a response from a student (Response 1, turn 2), followed by a teacher move of re-voicing the student and asking a probing question in the form of a request for an example (Prompt, turn 3). Only after the student’s second response (Response 2, turn 4) does the teacher provide her feedback to his suggestion (Evaluate, turn 5).

Taken together, it can be seen that Rebecca’s approach in the examined lesson was mostly dialogic and interactive. In her interview, she confirmed her student-centered, dialogic, and interactive approach. She viewed this approach as critical for supporting students’ understanding and for productive and meaningful discourse. In her interview following the lesson, Rebecca emphasized the importance of students’ involvement during the lesson. She allowed the students to think and explore their ideas during the lessons, even if they sometimes sidetracked from the main lesson plan. The main aspects of comparison between the two teachers’ communicative approaches and teacher moves are summarized in Table  7 .

To examine the possible development of students’ ability to ask research questions, their questions during lessons designed to formulate research questions appropriate for investigation in the inquiry-oriented Bio-Tech program were analyzed. The possible connection between the two Bio-Tech teachers’, Rebecca’s and Sam’s, teaching strategy during formulating research-question lesson and the students’ ability to ask research questions was investigated. Rebecca’s students’ ability to ask research questions improved during the examined lesson, whereas that of Sam’s students remained low. Since most of Rebecca’s students’ research questions were subsequently used for the inquiry conducted by the students in the Bio-Tech program a few months later, it is assumed that Rebecca’s lesson was fundamental to the students’ acquisition of this ability and for its sustainability for a long period of time. Sam’s students did not demonstrate a significant increase in the number of written research questions during the lesson, and none of their questions that were formulated during the lesson were later investigated in the program.

The initial number of research questions in Rebecca’s class was higher than that in Sam’s class. This difference could be explained by the fact that Rebecca’s students had experienced inquiry and the asking of research questions on other occasions, besides the Bio-Tech program, as mentioned by Rebecca. Therefore, as suggested in other studies (Chin and Osborne 2008 ; Lombard and Schneider 2013 ), it is important to provide students with opportunities to learn and practice asking research questions in earlier years and in a variety of educational activities. Previous findings regarding the teaching and learning of how to ask research questions in authentic-inquiry environments suggest that students’ ability to ask research questions improve following explicit classroom instruction (Chin 2002 ; Chin and Osborne 2008 ; Cuccio-Schirripa and Steiner 2000 ; Roth and Roychoudhury 1993 ). Similarly, our results indicate that 11th-grade biotechnology students’ ability to ask research questions improved following explicit instruction on how to ask research questions in the lesson that included dialogic and interactive whole-class discussions.

Examining the communicative approach and main teacher moves during the lessons indicated that students’ ability to ask research questions developed in the student-centered, dialogic, and interactive lesson and not in the teacher-centered, authoritative, and non-interactive lesson. Most whole-class discussions are usually teacher-led (Newton et al. 1999 ), governed by the triadic I-R-E dialog (Duschl and Osborne 2002 ; Lemke 1990 ), and teachers tend to avoid probing and toss-back questions, resulting in limited and simple responses from the students (Pimentel and McNeill 2013 ). Dialogic interactions during whole-class discourse encourage students to share and discuss their own ideas and views (Lehesvuori et al. 2013 ). Pimentel and McNeill ( 2013 ) found that teachers who used more dialogic student-centered interactions in their teaching encouraged the students to have more reflective thinking and meaningful discussions. In line with those studies, the Bio-Tech teacher who displayed a student-centered teaching strategy and dialogic/interactive communicative approach had greater success in teaching her students to ask research questions than the teacher who displayed a more teacher-centered teaching strategy and authoritative/non-interactive communicative approach. Teachers often shift their communicative approach during the lesson or teaching sequences (Lehesvuori et al. 2013 ; Scott et al. 2006 ). In the whole-class discussions that were examined in our study, the two teachers retained their communicative approach throughout the discussion. It is possible that examining other parts of the lessons or other Bio-Tech lessons given by the same teachers might reveal shifts in their communicative approach and teaching strategies, according to their goals and lesson plans.

Some studies suggest that the more experience teachers have in performing authentic scientific inquiry, the better their ability to teach inquiry becomes (Blanchard et al. 2009 ). Therefore, a possible explanation for the differences that were found between the two Bio-Tech classes could be attributed to the teachers’ scientific research experience. Studies regarding the correlation between teachers’ research experience and their students’ learning during inquiry activities have yielded mixed results. For example, Windschitl ( 2003 ) found that among pre-service science teachers, those who implemented open inquiry in their classes were those with significant undergraduate or professional scientific research experience. However, other studies concluded that neither the academic degree nor the research experience of the teachers impacted their students’ learning during the inquiry school activities (McNeill et al. 2011 ; Monk 1994 ). In the two Bio-Tech case studies analyzed here, the teachers’ academic research experience was negatively correlated with the development of their students’ ability to ask research questions. Namely, despite the fact that Sam is probably more experienced in conducting scientific research from his MSc studies (see Table  1 ), the students of Rebecca who holds a BSc degree (Table  1 ) performed better. This indicates that the academic level of the examined Bio-Tech teachers may have hindered the students’ learning to ask appropriate research questions. Another possible explanation for this result is that there were other factors that that may have affected the students’ learning. Such factors might be Sam’s students’ low cognitive level prior to the lesson, as was seen in their limited ability to ask research questions in the pre-lesson questionnaire compared to Rebecca’s students, or Sam’s authoritative and non-interactive communicative approach during the discussed lesson. Another possible factor could be the size class, since the number of students in Sam’s class was larger than the number in Rebecca’s class.

One of this study’s limitations is that it examined only two Bio-Tech teachers and their classes and the teaching that was carried out in one classroom lesson. However, these teachers are believed to represent typical high-school biotechnology teachers. Other teachers and lessons should be investigated to further support our conclusions. Further research is required to gain a broader view of the teaching and learning of how to ask research questions.

This study’s results indicate that students’ ability to ask research questions may develop in student-centered, dialogic, and interactive lessons. Encouraging teachers to implement dialogic and interactive classroom discourse in authentic inquiry could be a meaningful tool to support the teaching and learning of scientific abilities such as asking research questions. In line with other studies that have recommended promoting student-centered teaching strategies in science classrooms and inquiry learning (Pimentel and McNeill 2013 ; Scott et al. 2006 ; van Zee and Minstrell 1997 ), we suggest that applying student-centered, dialogic, interactive teaching strategies during the teaching of how to ask research questions in inquiry-oriented programs may develop students’ question-asking ability.

In the two examined case studies presented here, a connection was demonstrated between the more student-centered, dialogic, and interactive teaching strategy and the development of students’ ability to ask research questions. In the student-centered class, most of the research questions that were investigated in the Bio-Tech program originated from the peer-critique activity during the lesson. This indicates that a student-centered, dialogic, and interactive teaching strategy may contribute to the development of students’ ability to ask research questions in an inquiry-oriented high-school program.

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Acknowledgements

We are thankful to the Davidson Institute of Science Education, and especially to Dr. Michal Stolarsky Ben-Nun, for providing the grounds and support to carry out the research described in this study. We are also thankful to Dr. Eilat Avraham, the Chief Supervisor of High School Biology Education, for her continuous support and for helpful advice.

Authors’ contributions

TB conducted the study as part of his research towards a PhD degree in Science Teaching at the Feinberg Graduate School of the Weizmann Institute of Science. He designed the study, carried out the experiments that are described in this manuscript, and wrote up the text. AY contributed to the conception of the study and its design, as she was the PhD supervisor of the first author. She partially participated in the acquisition of the data and helped in interpreting the collected data and in writing the manuscript for publication. Both authors read and approved the final manuscript.

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Tom Bielik, PhD, is currently a post-doctoral fellow at the CREATE for STEM Institute, Michigan State University, USA.

Anat Yarden, PhD, is an Associate Professor, Head of the Department, and Head of the Biology group at the Department of Science Teaching, Weizmann Institute of Science, Israel.

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Bielik, T., Yarden, A. Promoting the asking of research questions in a high-school biotechnology inquiry-oriented program. IJ STEM Ed 3 , 15 (2016). https://doi.org/10.1186/s40594-016-0048-x

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• Biotechnology education
• High school
• Inquiry learning
• Question-asking

180+ Important Questions to Ask Students Every Class

Febriana Ramadhanya

As educators, incorporating questions into your daily teaching routine brings plenty of benefits to the classroom dynamic. Questions serve as effective tools to engage students , encourage participation, manage a classroom effectively , and assess their understanding of the material. By routinely asking students these questions, you create an environment where they can actively contribute, making the learning experience more interactive. This simple yet powerful approach fosters a culture of shared inquiry and collaborative exploration, making the educational journey more engaging for everyone involved.

In this article, you’ll find an extensive list of questions ( with a free downloadable PDF ) you can ask students throughout all stages of learning. Whether you need get-to-know-you questions when students come back to school , questions to ask seniors in high school before they graduate, or fun questions to ask students to make the classroom more exciting, you can read it all here!

Benefits of Asking Questions in Every Class

Fostering Active Participation

Coming up with encouraging questions to ask students creates a culture of engagement. Students become active participants, sharing thoughts and perspectives. This dynamic exchange stimulates critical thinking and cultivates a collaborative atmosphere among the students.

Assessing Comprehension

Strategic questions provide real-time feedback on student understanding. This allows educators to tailor teaching methods, ensuring a personalized learning experience. Regular assessment through questions ensures no student is left behind in the learning process.

Building Positive Relationships

Thoughtful questions strengthen the teacher-student bond. By valuing student opinions, educators create a positive and trusting learning environment. A strong teacher-student relationship is important for both academic success and overall well-being at school.

Enhancing Communication Skills & Confidence

Consistent exposure to questions enhances essential communication skills. Students learn to express ideas articulately and gain confidence in participating actively. These skills are crucial for academic success and also prepare them for future endeavors beyond the classroom.

Questions to Ask Students to Get to Know Them

Get-to-know-you questions are great icebreakers for students at the start of the day as part of their classroom routine . They can help build a positive and inclusive classroom environment in the new school year or throughout the teaching period.

• What is your favorite subject in school, and why?
• If you could travel anywhere in the world, where would you go and why?
• What is your favorite book or movie, and what do you love about it?
• Do you have any hobbies or interests outside of school?
• Who is someone you admire, and what qualities do you admire in them?
• What is your favorite type of music or favorite band?
• Are you a morning person or a night owl?
• If you could have any superpower, what would it be?
• What do you enjoy doing during your free time?
• What is your favorite way to relax and unwind?
• Do you have any pets, and what are their names?
• What are your goals for this school year?
• If you could have dinner with any historical figure, who would it be and why?
• What is something unique or interesting about you that most people don’t know?
• Are you involved in any extracurricular activities or clubs?
• What career or job are you most interested in pursuing in the future?
• If you could invent something, what would it be and why?
• What is your favorite family tradition?
• If you could learn any new skill, what would it be?
• What type of learner do you think you are – visual, auditory, or kinesthetic?
• What kind of books or movies do you enjoy reading or watching for fun?
• What is your favorite holiday and how do you usually celebrate it?
• What are three words you would use to describe yourself?
• If you could change one thing about yourself, what would it be and why?
• If you could have any talent or skill instantly, what would it be?
• What is a goal you have for yourself outside of academics?
• What type of food could you eat every day and never get tired of?
• If you could witness any event in history, what would it be?
• What’s your favorite memory from your time in school so far?
• If you had a theme song for your life, what would it be?

Questions to Ask Students to Assess Their Prior Knowledge

These questions are tailored to assess your students’ existing understanding, laying the foundation for a personalized and effective learning journey.

• What are the fundamental principles of [topic]?
• Can you provide an overview of the key concepts covered in our recent lessons?
• How would you apply [specific concept] in a practical situation?
• Define [important term] and offer an example to illustrate its meaning.
• What steps would you take to solve [type of problem]?
• Compare and contrast [two relevant topics or ideas].
• Explain the cause-and-effect relationship between [two elements].
• Identify and explain the main theories or models in [academic field].
• How does [historical event] contribute to our understanding of [relevant aspect]?
• Provide examples of [category or type] in the context of [subject].
• What is the significance of [important event or discovery]?
• How does [author, scientist, historical figure] influence [subject]?
• Analyze the impact of [innovation, invention, or development] on [field].
• Explain the significance of [mathematical formula or equation].
• Can you recall the steps involved in [scientific method, historical process, etc.]?
• Discuss the different perspectives on [controversial issues].
• How do [cultural, social, or economic factors] influence [subject]?
• What connections can you draw between [historical period, scientific theory, etc.] and our present understanding?
• What are the implications of [scientific theory or discovery]?
• Discuss the applications of [concept] in real-world scenarios.
• What questions do you have that require further investigation or research?
• How would you adapt this knowledge for different contexts or audiences?
• Can you critique or analyze the arguments presented in [related text or source]?
• How does [concept] connect to the broader field of [subject]?
• Explain any challenges or limitations associated with [related topic or idea].

Questions to Ask Students to Encourage Critical Thinking

The following thought-provoking questions to ask students are crafted to stimulate deep thinking, foster analytical skills, and encourage students to explore diverse perspectives. These questions follow Bloom’s Taxonomy framework essential for building crucial learning behaviors.

• How might you solve this problem differently?
• Can you explain the reasoning behind your answer?
• What evidence supports your conclusion?
• How would you approach this situation from a different perspective?
• Can you identify any assumptions in the information provided?
• What questions do you have about this topic that require further exploration?
• How do you think the outcome would change if certain variables were altered?
• What are the implications of this concept in a real-world scenario?
• Can you predict the possible consequences of different choices?
• How would you prioritize these ideas or solutions?
• In what ways might this concept be applied to solve other problems?
• What alternative solutions can you propose for this challenge?
• How might different cultural perspectives influence our understanding of this issue?
• What connections can you draw between this topic and your personal experiences?
• Can you identify any patterns or trends in the data provided?
• How does this concept relate to what we’ve learned in previous lessons?
• What questions would you ask to gather more information on this topic?
• How might you explain this idea to someone who has never encountered it before?
• What are the ethical considerations in making this decision?
• How does this concept contribute to our broader understanding of the subject?
• Can you identify any cause-and-effect relationships in this scenario?
• How would you adapt this solution for a different audience or context?
• In what ways could this concept be applied to address current societal issues?
• Can you identify any logical fallacies in the argument presented?
• How might this theory be tested or experimented with to validate its validity?
• What questions do you have that require additional research or investigation?
• How does this information challenge or confirm your existing beliefs?
• Can you synthesize information from multiple sources to form a comprehensive understanding?

Questions to Ask Students to Promote Self-Reflection

The classroom is not just for learning the usual subjects. It’s also a safe space where students can develop their sense of self, and these questions can help them start reflecting on their own inner workings.

• What did you learn about yourself during the last school year?
• Can you recall a moment when you overcame a personal challenge? How did it impact you?
• How has your perspective on a particular subject or idea evolved over time?
• What goals have you set for yourself, and how have you progressed towards achieving them?
• Is there a mistake or failure you experienced that taught you a valuable lesson?
• How do you handle stress, and have your coping mechanisms changed?
• Can you identify a moment when your assumptions about something were challenged?
• What are your proudest achievements, and what do they say about you?
• Reflect on a time when you had to collaborate with others. What did you learn from the experience?
• How do you prioritize your time and tasks to maintain a healthy balance?
• Can you share a specific instance when you had to adapt to unexpected circumstances?
• Reflect on your communication style. How do you express yourself, and how has it evolved?
• Is there a skill or ability you once struggled with that you’ve since improved upon?
• How do you approach decision-making, and how has your decision-making process developed?
• Can you recall a moment when you had to step out of your comfort zone? What did you discover?
• Reflect on your relationships with classmates or friends. How have they influenced your growth?
• What extracurricular activities or hobbies bring you a sense of fulfillment?
• Has there been a significant change in your values or beliefs? What prompted this change?
• Consider a difficult choice you had to make. How did it shape your character?
• Reflect on a piece of feedback you received. How did you respond, and what did you learn?
• How do you approach setbacks or obstacles, and what strategies do you use to overcome them?
• Consider a book, movie, or piece of art that resonated with you. What elements impacted you the most?
• Reflect on your involvement in community service or volunteer work. How has it influenced your perspective?
• How do you set and adjust your academic or personal goals based on your reflections?
• Can you identify an area where you’ve demonstrated significant personal growth recently?

Questions of the Day for Preschool

Our preschool questions of the day are where curiosity meets fun. These engaging questions are designed to spark conversation and exploration in your preschool classroom.

• What is your favorite color today?
• Can you show me how you wiggle like a silly worm?
• If you were an animal, which one would you be and why?
• What’s your favorite thing to play with in the playground?
• Can you name something that makes you happy?
• What is your favorite fruit or vegetable?
• Can you share a story about your favorite toy?
• What do you like to do when it’s sunny outside?
• Can you think of a word that rhymes with your name?
• If you could be a character from a storybook, who would you be?
• What’s your favorite way to say hello to your friends?
• Can you count to [a specific number] for me?
• What’s your favorite bedtime story?
• What’s your favorite thing to eat for lunch?
• If you had a magic wand, what would you wish for?
• What’s your favorite thing to wear today?
• What’s your favorite animal sound?
• Can you tell me a word that describes how you’re feeling today?
• What’s your favorite game to play with your friends?
• Can you name something that’s the same color as your shoes?
• If you could have any pet in the world, what would it be?
• Can you share something kind you did for someone today?

Questions to Ask Seniors in High School

Senior year in high school is one of the most important periods in a student’s academic journey. These questions aim to capture the memories and future aspirations of your final-year students.

• What are your proudest achievements throughout high school?
• How would you describe your personal growth over the past four years?
• What advice would you give to incoming freshmen?
• Can you reflect on a challenging moment and how you overcame it?
• What extracurricular activities have had the most impact on you?
• How has your perspective on education evolved during high school?
• What is a memorable lesson you’ve learned inside or outside the classroom?
• If you could relive one moment from high school, what would it be?
• What are your career aspirations, and how have they changed since freshman year?
• Can you share a favorite memory with your friends or classmates?
• What subject or class has been the most influential for you, and why?
• How have you balanced academics, extracurriculars, and personal life?
• Who has been the most influential teacher or mentor for you and why?
• What goals have you set for yourself beyond high school graduation?
• Can you share a funny or lighthearted moment from your high school journey?
• What is something you wish you had known as a freshman?
• How has technology impacted your high school experience?
• What legacy do you hope to leave behind at your high school?
• Can you reflect on a moment that challenged your values or beliefs?
• How have your friendships evolved since the beginning of high school?
• What traditions or events will you miss the most after graduation?
• How have you navigated the college application and decision-making process?
• What advice do you have for staying motivated during challenging times?
• How has high school prepared you for the next chapter of your life?
• What hobbies or interests have you developed during high school?
• Can you share a personal goal you’ve achieved during your time in high school?
• How do you envision your life five years from now?
• What will you miss most about high school?

Questions To Ask Students – Fun Edition!

This collection of fun questions to ask students is designed to infuse joy into the learning experience, fostering engagement and bringing a playful twist to classroom dynamics.

• If you could have any animal as a classroom pet, what would it be and why?
• What’s your favorite ice cream flavor, and could you invent a new flavor?
• If you could swap lives with a fictional character for a day, who would it be?
• What’s the silliest dance move you can come up with?
• If you could travel back in time, which era would you visit and why?
• What’s the most adventurous thing you’ve ever done?
• What’s your go-to karaoke song, and can you sing a snippet for us?
• If you could create a new holiday, what would it celebrate, and how would you celebrate it?
• What’s the weirdest food combination you’ve ever tried and liked?
• If you were a superhero, what would your superpower be?
• If you were a dessert, what would you be and why?
• If your pet could talk, what do you think they would say about you?
• What’s the most unusual talent you possess?
• If your life were a movie, what genre would it be, and who would play you?
• What’s your favorite joke or funny story to share?
• What’s your dream job, even if it’s something wacky or unconventional?
• If you could be any inanimate object for a day, what would it be and why?
• What’s your spirit animal, and how does it reflect your personality?
• If you could be invisible for a day, how would you use your newfound power?
• What’s the most interesting fact you know that might surprise others?
• If you could time travel to the future, what technology would you hope to find?
• What’s the funniest thing that happened to you recently?
• If you had a spaceship, where in the universe would you travel to?
• If you could bring any fictional character to life as your friend, who would it be?

Free “Questions to Ask Students” PDF for Download – Keep these questions at hand for easy everyday access!

Make your questions stand out with these 3 secret tips.

No matter how fun or thought-provoking your questions are, there’s a possibility that your questions will be met with crickets. We know how discouraging that can feel, so our teachers have tried and tested plenty of ways to liven up the classroom during these sessions.

Here are some recommended methods you can implement to your Q&A sessions more engaging: 

Tip #1 Encourage participation by picking random names

Not all students in the classroom have the same level of proactivity. For a productive Q&A session with your pupils, give the shy ones a little push by using a random name picker . Decide between an easy-to-use spinner wheel, random cards, or an auto-picker to select more than one student at once. With this tool, everyone can have a chance to participate.

Tip #2 Engage with Students Interactively

Breathe life into your lessons by turning these questions into an interactive experience! Move beyond simple questioning by incorporating interactive quizzes and quick polls to transform your classroom . These engaging strategies will not only boost student participation but also enhance their learning through active application.

Tip #3 Easily reward students with stars & badges

We know how important (and ridiculously fun) gamifying the classroom can be, so look for gamification apps or software that you can use to make learning more fun. Some of the gamification features that you can use to motivate students include awarding stars to those who answer your questions or creating a leaderboard to create a sense of friendly competition. These can surely elevate your daily Q&A sessions.

If these tips entice you, then we recommend trying ClassPoint out. ClassPoint is a go-to classroom engagement tool trusted by teachers worldwide that can be easily paired with your PowerPoint presentations.

And the best thing of all? You don’t even have to leave PowerPoint to do all of these tricks! Once you’ve downloaded ClassPoint, you can easily access all of its features while doing your PPT presentations. If this entices you, get started with our lesson manual and try it out for free! 

Final Thoughts

With this list of 180+ questions to ask your students every day, we hope that your classroom can be more lively than ever. These questions are not just conversation starters but gateways to fostering a dynamic and interactive learning environment. By incorporating these inquiries into your daily routine, you can cultivate a sense of curiosity, engagement, and open dialogue among your students.

As you explore these questions with your class, observe how they encourage critical thinking, promote self-expression, and contribute to a positive classroom culture. Use this resource so that each question can start meaningful discussions, creating an atmosphere where learning becomes a shared, vibrant experience for both you and your students.

About Febriana Ramadhanya

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100+ Survey Questions For High School Students

Struggling to understand the world of high school students’ perspectives and experiences? Look nowhere else! A thorough set of over 100 survey questions created especially for high school students has been developed by us. This collection includes both humorous and light-hearted suggestions as well as serious and thought-provoking ones. 

Prepare to delve deeply into the thoughts of high school kids and obtain insightful knowledge that will help you make better decisions and foster a more welcoming and pleasurable learning environment for everyone.

Insights from the next generation: A comprehensive survey for high school students

• What time do you typically wake up for school?     
• Do you have a set morning routine?
• How do you usually travel to and from school?
• Do you feel that your classes are challenging enough?
• Do you feel that your homework load is too heavy?
• Do you feel that your teachers are supportive and helpful?
• How often do you seek help from teachers?
• Do you feel that you receive enough support and guidance from your school counselors?
• How often do you feel stressed about schoolwork?
• How do you typically manage stress related to school?
• Do you feel that your school provides enough opportunities for physical activity?
• Do you feel that your school provides enough healthy food options?
• How often do you eat school-provided meals?
• Do you feel that your school provides enough mental health resources and support?
• How do you typically manage mental health struggles?
• Do you feel that your school provides enough resources and support for college and career readiness?
• Have you witnessed any bullying or harassment at school?
• Do you feel that your school provides enough opportunities for community service and volunteering?
• How do you typically spend your weekends?
• Do you feel that your school provides enough opportunities for cultural and diversity education?
• Do you feel that your school provides enough opportunities for creative expression (e.g. art, music, theater)?
•  Do you feel that your school provides enough opportunities for leadership development?
• How do you typically manage time and prioritize tasks?
• Do you feel that your school provides enough technology resources and support?
• How often do you experience technical difficulties with school technology?
• Do you feel that your school provides enough opportunities for hands-on learning experiences?
• How often do you participate in field trips or other off-campus learning experiences?
• Do you feel that your school provides enough opportunities for travel and cultural immersion?
• Have you ever participated in a study abroad program or exchange program?
• Do you feel that your school provides enough opportunities for career exploration and internships?
• How often do you communicate with your school administration or principal about school-related issues?
• Do you feel that your school provides enough opportunities for student leadership and governance?
• How often do you participate in student government or other student leadership activities?
• Do you feel that your school provides enough opportunities for peer tutoring or academic support from older students?
• How often do you participate in peer tutoring or academic support programs?
• Do you feel that your school provides enough opportunities for guest speakers or educational events?
• How often do you attend guest speakers or educational events at your school?
• Do you feel that your school provides enough opportunities for language learning and proficiency?
• Do you feel that your school provides enough opportunities for financial literacy education?
• Have you ever participated in a financial literacy program or workshop?
• How often do you use your school’s library or media center?
• Do you feel that your school provides enough resources and support for research and project-based learning?
• How often do you participate in research or project-based learning activities?
• Do you feel that your school provides enough opportunities for environmental education and sustainability initiatives?
• Have you ever participated in an environmental education or sustainability initiative at your school?
• How often do you participate in school clubs or organizations?
• Do you feel that your school provides enough opportunities for social justice and advocacy education?
• Have you ever participated in a social justice or advocacy campaign or initiative at your school?
• How often do you communicate with your school’s guidance counselor about academic and personal issues?
• Do you feel that your school provides enough opportunities for student-led initiatives and projects?
• Do you feel that your school provides enough opportunities for stress relief during the school day?
• How often do you take mental health breaks during the school day?
• Do you feel that your school provides enough opportunities for peer mentorship and support?
• Do you feel that your school provides enough opportunities for collaborative learning and group projects?
• Do you feel that your school provides enough opportunities for advanced or specialized learning?
• How often do you use technology during class (e.g. computers, tablets, smartboards)?
• Do you feel that your school provides enough opportunities for entrepreneurship and innovation education?
• Have you ever participated in an entrepreneurship or innovation program or initiative at your school?
• How often do you participate in group discussions during class?
• Do you feel that your school provides enough opportunities for experiential learning and hands-on activities?
• Have you ever participated in a job shadow or internship program outside of school?
• Do you feel that your school provides enough opportunities for global and cross-cultural education?
• How often do you participate in debates or other public speaking activities?
• Do you feel that your school provides enough opportunities for leadership development outside of student government?
• Do you feel that your school provides enough opportunities for interdisciplinary learning (e.g. combining subjects like science and art)?
•  Have you ever participated in a school-sponsored athletic or sports team?
• Do you feel that your school provides enough opportunities for creative writing and storytelling?
• Do you feel that your school provides enough opportunities for learning about mental health and wellness?
• Have you ever participated in a mental health or wellness program or initiative at your school?
• How often do you participate in hands-on learning activities in science class?
• Do you feel that your school provides enough opportunities for entrepreneurship and innovation outside of the classroom?
• How often do you use technology to collaborate with classmates on school assignments?
• Do you feel that your school provides enough opportunities for learning about different cultures and religions?
• Have you ever participated in a cultural or religious awareness program or initiative at your school?
• How often do you communicate with your peers and classmates outside of school?
• Do you feel that your school provides enough opportunities for learning about different career paths and industries?
• Have you ever participated in a career exploration program or initiative at your school?
• Do you feel that your school provides enough opportunities for learning about the arts (e.g. music, theater, visual arts)?
• Have you ever participated in an arts-related program or initiative at your school?
• How often do you use the internet to research information for school assignments?
• Do you feel that your school provides enough opportunities for learning about personal finance and budgeting?
• Have you ever participated in a personal finance or budgeting program or initiative at your school?
• How do you prefer to study or learn new material?
• Do you feel that the workload at school is manageable?
• What challenges do you face in balancing schoolwork and personal commitments?
• How often do you seek academic help or tutoring outside of regular class hours?
• Are you satisfied with the availability of resources and materials provided by the school?
• Do you feel that the school adequately prepares you for future career or college opportunities?
• What kind of support systems or resources would you like to see implemented at school?
• How often do you feel engaged and motivated in your classes?
• Are you comfortable participating in class discussions and expressing your opinions?
• What role does technology play in your learning experience?
• Do you feel that your school promotes a diverse and inclusive environment?
• Do you have access to and utilize the school library and its resources?
• What kind of support or resources would you like to see for college or career planning?
• How often do you feel stressed or overwhelmed by school-related pressures?
• Are you satisfied with the cafeteria food and overall dining options at school?
• How often do you engage in physical activities or sports at school?
• Do you feel that there is a sense of community and school spirit among the student body?
• Are there enough opportunities for student leadership and involvement in decision-making processes?
• How do you feel about the level of diversity in the curriculum and educational materials?
• What type of educational field trips or outings would you like to see more of?
• Are you satisfied with the availability and functionality of school facilities and infrastructure?
• How often do you use online educational platforms or resources outside of school hours?
• How well do you feel your teachers understand and support your individual learning needs?
• Are you encouraged to explore and pursue your personal interests and passions at school?
• How often do you collaborate with peers on group projects or assignments?
• Do you feel that the grading system at your school accurately reflects your knowledge and abilities?
• Are you aware of and actively involved in any community service or volunteer programs offered by the school?
• What kind of communication channels or platforms would you prefer for receiving school updates and announcements?
• Are you satisfied with the level of technology integration in your classrooms?
• How often do you feel challenged intellectually in your classes?
• Are you aware of the school’s policies and programs related to academic integrity and honesty?
• How often do you engage in creative or artistic activities at school?
• Are there sufficient opportunities for cultural and diversity education at your school?
• Are you aware of and involved in any student clubs or organizations at school?

How can they help?

Survey questions for high school students can be a powerful tool for several reasons. These surveys can help identify areas where additional support or resources are needed. For example, asking questions about mental health, bullying, or academic stress can shed light on the well-being of students and highlight areas that require attention and intervention.

Similarly, gathering feedback on educational experiences, extracurricular activities, and support systems can inform school administrators and educators about areas of improvement and help shape a more positive and inclusive learning environment.

Survey questions can also aid in understanding student preferences and interests, informing decisions regarding curriculum development, extracurricular offerings, and career guidance . By understanding their aspirations, interests, and learning styles, educators can tailor their approaches to better engage and motivate students, enhancing overall educational outcomes.

Furthermore, surveys can be used to assess the effectiveness of existing programs and initiatives, providing feedback on what is working well and what needs adjustment. By collecting data over time, trends and patterns can be identified, enabling schools to make data-driven decisions and continuously improve their practices.

Overall, survey questions for high school students serve as a valuable tool for gathering student perspectives, improving educational experiences, and fostering a supportive and inclusive school environment. Additionally, these questions can help educators work and reflect on their classroom management strategies as well to ensure effective learning environment and smooth flow of activities

In conclusion, survey questions for high school students offer a multitude of benefits. These surveys help identify areas where additional support or resources may be required, contributing to the development of effective policies and interventions. They also aid in understanding student preferences and interests, informing decisions related to curriculum development, extracurricular activities, and career guidance.

Additionally, surveys can be used to assess the effectiveness of existing programs and initiatives, enabling schools to make data-driven decisions and continuously improve educational practices. By giving students a voice and incorporating their perspectives, surveys foster a sense of inclusivity and empower them to actively shape their educational experiences.

Having a 10+ years of experience in teaching little budding learners, I am now working as a soft skills and IELTS trainers. Having spent my share of time with high schoolers, I understand their fears about the future. At the same time, my experience has helped me foster plenty of strategies that can make their 4 years of high school blissful. Furthermore, I have worked intensely on helping these young adults bloom into successful adults by training them for their dream colleges. Through my blogs, I intend to help parents, educators and students in making these years joyful and prosperous.

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50 Unique SEL Questions for Middle and High School Kids (Free Slides)

What is one thing that you like about yourself?

Connecting with teens and getting them to trust us should be at the heart of every lesson. These 50 SEL prompts and questions for middle and high school students will help kids think about who they are and learn how to share their characteristics and thoughts with others.

Here’s how you can use these SEL prompts and questions for middle and high school students  throughout the year:

• Pull one card up each week before class and have students reflect and share with you or with a small group to spark discussion.
• Share a card in your online classroom app along with a link to a Google form for student responses.
• Use cards one-on-one for a check-in of each student’s social and emotional learning skills bank.
• Pair students up to share their reflections on a card. Teach them how to empathize, appreciate diversity, and consider another perspective as they share.

Want this entire set of questions in one easy document?

GET MY SEL PROMPTS

1. When your homework gets hard for you, what do you do?

2. What five words describe you best?

3. what is the most challenging part of school for you, 4. what is the most fun part of school for you, 5. let’s pretend you’re famous. what do you think you’d be known for, 6. what is the best school assignment you’ve ever had.

7. Think about a teacher you really like. What is one thing they said or did that made a difference for you?

8. what is the place where you feel most yourself, 9. if you could travel back in time three years, what advice would you give yourself, 10. if you could make one rule that everyone in the world had to follow, what would it be why.

Get My Questions To Ask Middle and High School Kids

11. If you had a superpower, what would it be?

12. Where is your favorite place to study?

13. what’s your secret to getting ready for a quiz or test, 14. if you get a disappointing grade, what do you do, 15. what does a typical weekday morning look like for you, 16. how do you wind down at the end of the day.

17. How well do you sleep?

18. what do you see yourself doing one month after high school one year after high school, 19. what is one job that really interests you, 20. is there an app you hate but still use anyway, 21. do you think of yourself as cautious or as a risk-taker.

22. Share a time when you felt creative.

23. tell me the story of your name. where did it come from, 24. share one person who has inspired you., 25. what motivates you, 26. what is one quality that bothers you about yourself.

27. What is one thing you like about yourself?

28. what’s your favorite quality to have in a friend, 29. what is one thing that scares you, 30. if you could trade places with anyone for a day, who would it be and why, 31. what is your biggest pet peeve.

32. Who’s your biggest fan?

33. when do you feel most comfortable raising your hand, 34. if you didn’t finish your homework, what’s most likely the reason, 35. what’s your favorite thing to do with your family, 36. talk about a funny or scary adventure you had with a friend..

37. Which do you like better: having specific plans or going with the flow?

38. what is one issue that’s really important to you, 39. what’s the last great video you watched, 40. if you could live anywhere, where would it be, 41. what is one thing you know how to do that you could teach to others.

42. What five things would you take to a deserted island?

43. at what age should a person be considered an adult, 44. what is something about yourself you could totally brag about but usually don’t, 45. you can either leave your hometown forever or never leave your hometown. which do you choose, 46. what is an unwritten rule about school that everyone knows.

47. What’s the best decision you ever made?

48. your friends aren’t getting along. how would you try to help them, 49. what advice would you give someone about school, 50. tell me something you want me to know about you..

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50 Questions To Ask Elementary Kids To Check In and Get To Know Them Better (Free Download!)

Who is your best friend and why? Continue Reading

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101 Inclusive Get-to-Know-You Questions for Students [+ PDF Download]

Jenna Buckle

The last few years have highlighted the importance of relationship-building and checking in with students on a regular basis.

For learning to happen, students need to see their identities valued. They need to feel safe physically and emotionally—and they need to feel a sense of connection to peers and adults. You can do that by creating space for students to tell their stories, learning about their lives outside of school, and creating rituals that cultivate belonging and connectedness.  

To help you get to know your students, we've curated this list of 101 asset-based, inclusive questions . Most are open-ended questions, but you can also adapt them into a multiple-choice format.

Table of Contents: 

How to use these questions, interests and hobbies, relational and social-emotional learning, family and cultural background, academic strengths and opportunities, the transition back to school / first day of school, virtual learning.

• Would You Rather? Icebreaker Questions

Free PDF Download: Panorama's Full Check-Ins Question Bank

If you are a district or school administrator focused on improving relationships and belonging campus-wide, we invite you to share this article with your teachers and staff. This is a great resource to include on district or school resource sites, Tier 1 resource hubs, or in staff newsletters.

If you are a teacher, practitioner ,  or instructional coach, feel free to borrow these questions to get to know your students in the classroom—virtually or in person! These questions are great for small group brain breaks, icebreaker games, morning meetings or morning circles, and advisory periods. Or, use them as conversation starters in a 1:1 setting. 

Click on the following links to jump to a section:

• "Would You Rather" Icebreaker Questions (These fun icebreaker questions are also great for students to ask each other!)

1.  What are your favorite hobbies?

2. In your free time, what do you like to do?

3. Have you volunteered in your community?

4. What was the hardest part of the past week for you?

5. What is your favorite book?

6. What is your favorite TV show?

7. What is your favorite movie?

8. What is your favorite color?

9. What is your favorite food?

10. What do you like to eat for breakfast?

11. What is your favorite sport, if you have one?

12. If you could be an animal for a day, what would you be and why?

13. What kind of music do you like to listen to?

14. If you could play any instrument, what would it be?

15. What is something you like to do outside of school?

16. Outside the classroom, what type of learning do you enjoy most?

17. What is your favorite flavor of ice cream?

18. What is your favorite thing to do over the weekends?

19. If you could travel anywhere in the world, where would it be?

20.  What is your most frequently-used or favorite emoji?

21. What are three awesome things about yourself?

22. What is something people don’t know about you that you wish they knew?

23. What is a unique talent you have?

24. What do you want to be when you grow up?

25. What is a big world problem that you would like to change?

26. What is your biggest dream or goal in life?

27. What is your social-emotional learning superpower?

28. Which of the following traits do you think best describes you: funny, thoughtful, caring, or outgoing?

29. How do you most like to connect with your friends? Through social media, by talking over the phone or texting, or by meeting up in person?

30. What is one thing your teacher can do to get to know you better?

31. How can your teacher help you if you are feeling down?

32. What is one thing you want to know about your teacher?

33. What do you think is the most important quality for a teacher to have?

34. Who is an adult at school that you know you can count on?

35. Who is a friend at school that you know you can count on?

36. When you are stressed, what do you do to relax?

37. What makes you feel the most appreciated and understood?

38. How would your friends or a relative describe you?

39. What is something that you are thankful for?

40. Where do your family members work?

41. What does dinner time look like at your house?

42. What are some family items or artifacts that represent your culture and identity?

43. Which languages do you speak (even just a little bit)?

44. Who is someone in your family that you look up to? 

45. What is a favorite memory you have with a family member?

46. What do you like most about your family?

47. What is a family tradition that you have?

48. Does your family have pets? If not, would you like to have a pet? What kind?

49. What is your favorite family recipe?

50. Do you have siblings? If not, would you want to have siblings or do you like being an only child?

51.   What is your favorite subject and why?

52. What is your least favorite subject and why? What is the best way I can support you when we work on that subject?

53. What is one thing you think you do well as a student?

54. What is one thing you would like to do better as a student?

55. What do you like most about school?

56. What do you like least about school?

57. What is something you would really want to learn about at school?

58. Which of the following is your favorite way to learn: by talking with others, by listening, or by reading?

59. What would be your dream field trip?

60. Would you rather do schoolwork as a group or by yourself? 

61. What is the best school project or lesson you can remember?

62. What is the best way I can support you outside of class?

63. How would you like to be recognized if you get a good grade on an assignment or project?

64. What is one thing you are looking forward to this school year?

65. What is something you learned over the summer?

66. What is something you would really want to learn about this year?

67. What is one thing you would like your classmates or teacher to know about you this year?

68. What is one thing you want to know about your teacher(s) this year? 

69. What was the best part of the past week for you?

70. What was the hardest part of the past week for you?

71. What can teachers or other adults at school do to better support you?

72. How much did you enjoy class today?

73. How included did you feel in class today?

74. What was your favorite part of class today?

75. What is the best part of virtual learning?

76. What is the most challenging part of virtual learning?

77. How is your internet connection at home?

78. Where do you do your school work?

79. What is something your teachers could do to improve virtual classroom time?

80. What is your favorite Zoom background?

81. How do you prefer to be communicated when learning online? By email, a messaging app, on a video call, or by phone?

82. When you take breaks from school at home, what do you like to do?

83. What is your favorite way to get in touch with your classmates and friends online?

84. What would help you feel more connected to your classmates and your school?

"Would You Rather" Icebreaker Questions

85. Would you rather read a book or watch a movie?

86. Would you rather eat pizza or ice cream?

87. Would you rather do a school project by yourself or with friends?

88. Would you rather play a video game or play outside?

89. Would you rather have a dog or a cat?

90. Would you rather have chocolate or vanilla?

91. Would you rather go to the beach or go camping?

92. Would you rather eat salty or sweet snacks for the rest of your life?

93. Would you rather win the lottery or be famous?

94. Would you rather dance or sing in front of a group of people?

95. Would you rather be the oldest sibling or the youngest sibling?

96. Would you rather give a presentation or write a long paper?

97. Would you rather do your homework or do chores?

98. Would you rather travel back in time or travel to the future?

99. Would you rather live in snow or rain for the rest of your life?

100. Would you rather be able to fly or be invisible as a superpower?

101. Would you rather live without Netflix or live without YouTube? 

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Top 16 Student Survey Questions for Student Feedback

Student survey questions are a quick and intelligent way to collect accurate and honest information from students and alumni about school-related issues. With the help of this tool, all the people studying in an institution share their thoughts, keeping them on the path to success.

A student survey or school survey is carried out to gather the opinion of students on various aspects of their educational institute. Each survey question must be framed so that the answer can benefit the performance of the school site. Let’s talk about that.

What are the types of student surveys?

Educational institutes run multiple student surveys for colleges or schools to gather feedback about various topics. Here’s a list of some popular survey questions for students:

• School climate surveys: These surveys address issues like student-teacher relationships, faculty involvement, student mental health, student tobacco, alcohol, and drug use, and student relationships.
• Student mental health and bullying surveys: It is highly essential to assess student mental health and address issues at the beginning before they bloom into bigger ones. Institutes must run surveys like peer relationship surveys, bullying behaviors, childhood trauma , social skills surveys, and substance abuse surveys to identify their mental health .
• Course evaluation surveys:   Student feedback is vital to understanding the shortcomings of courses and identifying gaps that impact learning. As students are the best critics on courses, you must run surveys to capture their feedback about the class to make their learning experience more fun and fruitful.
• Faculty evaluation surveys : Students and faculty interact almost daily. The faculty must get feedback from students about different aspects like preparedness, subject matter knowledge, problem-solving approach, grading, time management, talent management , etc. to name a few. The institute also keeps track of student feedback to help teachers deliver the best education that suits students’ needs.

LEARN ABOUT: course evaluation survey examples

What are student survey questions?

Student feedback is essential for teachers and academic institutes to improve continuously. If you work in academia, it is a great idea to know the perceptions and opinions of students. Educational institutes conduct surveys to gather actionable feedback from students about the institute and its faculty. Schools run surveys for kids at the start, the middle, or the end of the academic year.

Frame questions in a way that the answer to each question benefits the educational institute in one form or another. Survey students to improve the educational institute’s overall functioning by analyzing the feedback received from student surveys.

Top 16 student survey questions for academic feedback

Here are the top 16 student survey questions to capture academic feedback. We’ve divided them into two categories – Questions about the class and issues about the teacher.

Student perception survey questions about the class

Academic institutions continuously run course experience surveys among students to know more about their feelings towards the classes. Here are some essential questions to ask students.

1. Which activities in the classroom do you enjoy the most?

• Treasure Hunt

Teachers are generally aware of the most loved classroom activities, but knowing it directly from the students is an assurance. An assurance that students enjoy the tasks performed in class.

2. Given a chance, what is one change that you would like to see?

• Teaching method
• Time taken to complete a chapter
• Extracurricular activities

A student’s opinion is always unadulterated; it feels like a breath of fresh air in teaching monotony. Gain insights about what the students think the teacher or the institute must do differently and regularly implement these changes.

Learn more about academic surveys here !

3. Do you have supportive classmates?

• Yes, extremely supportive
• They are neither supportive nor unsupportive
• No, extremely unsupportive

Growing up, every child needs a productive ecosystem. Schools and universities are among the most influential parts of a child’s ecosystem, and support of classmates/friends matters to each child. Analyze whether the child is having trouble with his/her classmates. Check whether the lack of support is disrupting their overall growth.

4. What motivates you to learn more?

• Asking a lot of questions to the teacher
• Completing various assignments
• Sports and other extracurricular activities

If conducted at the beginning of the year, this survey can be encouraging to the students and insightful for teachers. Teachers can create their lesson plans according to the response to this question. By including this question in a student survey conducted towards the end of the year can help boost a student’s confidence in making their own academic decisions.

5. Do you think that the school provides you with adequate sports facilities?

Sports is a very good teacher. and is essential for the overall development of the student. It helps them build a strong mind. Ensure to provide students with adequate sports facilities to keep their minds strong.

Student perception survey questions about the teacher

Teacher feedback is also essential for the institute. Here are some critical questions to ask about the teachers and faculty members:

6. On a scale of 0-10, please rate your teacher – This rating scale question is the most basic yet essential question for a teacher. Ratings reflect the teacher’s performance. In case the average score is 8 or above, it indicates that the teacher’s work is appreciated and needs to be maintained. In other instances where the ratings are lower, the teacher needs to understand the reason and work towards improvement.

LEARN ABOUT: System Usability Scale

7. How much time do you spend every day on homework?

• <2 Hours
• >5 Hours

Homework is something that most students do not enjoy. If a student spends a significant time duration doing homework, there are higher chances that he/she dislikes attending the classes too. Homework often induces stress in students, which can lead to health scares, and as a class teacher, it is essential to ensure that the students are mentally secure and healthy. Authorities can ask this question so that they can analyze the answers to minimize or eliminate the stress of homework.

8. What are some achievements you’re proud of?

• Securing the 1st rank
• Participating in an inter-school debate competition
• Participating in a culture-exchange program
• Representing the school/university at a national level

Every student is unique. Their achievements will be different, and each of these achievements should be celebrated. It is practically impossible to celebrate them in class after a class test or an activity. Know from the students about what they think are their achievements and create a list. Teachers can reward all the students periodically to maintain student satisfaction and happiness.

9. Does your teacher encourage you to perform better?

• Yes, all the time
• Only sometimes
• No, not at all

Students need constant encouragement to push their boundaries so that they perform well academically as well in terms of extracurricular activities. Teachers or school management can ask this close-ended question to understand whether the students feel encouraged to perform better or not. By evaluating the answers to this question, the management can either prompt teachers to be more encouraging or train them to be more empathetic towards their class.

10. How would you evaluate the overall academic experience you had with this professor in our university program?

• Very Dissatisfied
• Not Satisfied
• Very Satisfied

Schools and colleges must evaluate the performance of teachers from time to time and understand if students face difficulties with the professor.

11. Please share your agreement with this statement: “My teacher has fair rules for the class and is extremely impartial.”

• Strongly Agree
• Strongly Disagree

Teachers are expected to be fair in their judgment towards every student. There can be instances where the students may not feel that their teacher is fair. The management should include the Likert scale question in their student perception survey to learn about a teacher’s classroom behavior.

12. Please share your agreement with this statement: “My teachers asks each one of us whether we have understood what she taught and helps us in case we have doubts.”

A classroom is where children learn the most, and a teacher is whom each turns to, in case of doubts and troubles. Ask this Likert Scale question to evaluate how good a teacher is at addressing and solving doubts.

13. Does your teacher appreciate the times when you work hard towards scoring well in a test or performing well in extracurricular activities?

• Yes, she/he always appreciates my hard work
• No, she/he never appreciates my hard work

The primary goal of a teacher should be the overall progress of a student. Learn from the students whether their teacher appreciates their hard work and reassures them to keep working hard or not.

14. Does your teacher guide you in setting personal targets and developing strategies to achieve that target

• Yes, she/he always guides me to set targets
• In most situations, she/he guides me to set targets
• She/he rarely guides me to set targets
• No, she/he never guides me to set targets

Children need to understand the importance of setting personal goals and striving to achieve them. Teachers play a critical role in teaching a habit of setting targets in school and working hard. Learn from the students whether they resonate with the teacher’s guiding method to set personal goals.

Learn more:  Sex Education Survey Questions + Sample Questionnaire Template & Travel Survey Questionnaire

15. After each test, does your teacher help you in understanding ways to improve your grades?

Marks/grades are a significant part of a student’s life at school. A teacher should help students understand where they go wrong while answering, how they can improve their performance after each test etc.

LEARN ABOUT:  Social Communication Questionnaire

16. Top 3 things that your teacher can improve – There are specific open-ended questions such as this one, leading to accurate feedback. Teachers or management can analyze and collect insights obtained for this question and start working towards improving their class performance.

Steps to conduct a student survey

Follow these steps to gather honest feedback from your students and keep them engaged throughout the student perception survey.

Step 1:   Decide the approach and tone of the student survey .

Every teacher has their style of communicating with the students. This internal communication evaluation pattern differs from teacher to teacher. Each teacher can design a student interest survey based on the type of bond they share with their class. The tone of the study will change with the type of information expected from this survey.

LEARN ABOUT: Testimonial Questions

Step 2: Send out the student survey

Teachers can send out surveys via convenient mediums. The advantage of using online survey software is that teachers can send surveys via email . For high school and university teachers and professor evaluation , it is very convenient to conduct student perception surveys since the main task they have to do is send an email for the survey. 

Learn more:  School Cheating Survey Questions

Step 3: Analyze the collected data

After sending out the survey and receiving responses, teachers can analyze the opinions and feedbacks. What do most of their students have to say? Where do the students need help? How can they change their teaching methods to accommodate the less inclined students? What did most students appreciate? What made most students unhappy? – Answers to such questions can be analyzed using a student interest survey . With online survey software such as QuestionPro , teachers, professors, and management can analyze a central dashboard’s response.

Step 4: Take actions

After analyzing the collected information, teachers can contemplate the changes which can be implemented based on that information. You can obtain insights into details such as improvement in teaching methods, attention to weaker students, or fun activities on a specific day of the week.

How to create a free student survey in minutes?

Follow these steps to create simple student surveys from scratch:

1. Create a FREE account with QuestionPro

2. Give your survey a name and hit ‘Create Survey.’

3. Add an intro to introduce the topic of your survey or just start adding questions.

4. Choose from 25+ question types – all for free

You can also import a Word document or use any of our existing survey templates . A lot of features make QuestionPro stand out as a robust survey partner, between multiple customization options, and an intuitive layout, you can create multiple surveys that fit your many needs.

Example of a good survey for students

Here is a student survey example. This template is free to download.

USE THIS FREE TEMPLATE

Ask students consistent questions that help them capture attention, explore information and promote their knowledge. Being responsive is crucial. It is recommended to accept any answer so that, based on them, direct new questions that lead to the correct information. You should ask the necessary questions until you understand the topic.

• Advanced logic and workflows for more intelligent surveys
• Over 5000 universities & colleges and over 1 million+ students use QuestionPro
• Academic license supports multi-admin role environment

LEARN ABOUT: Behavioral Competency

Whether you need a simple survey tool or a collaborative research solution, with our Academic licenses for universities and educational institutions, you get access to all the best features used by our Enterprise research clients. Try it today!

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Fats and Cholesterol

When it comes to dietary fat, what matters most is the type of fat you eat. Contrary to past dietary advice promoting low-fat diets , newer research shows that healthy fats are necessary and beneficial for health.

• When food manufacturers reduce fat, they often replace it with carbohydrates from sugar, refined grains, or other starches. Our bodies digest these refined carbohydrates and starches very quickly, affecting blood sugar and insulin levels and possibly resulting in weight gain and disease. ( 1-3 )
• Findings from the Nurses’ Health Study ( 4 ) and the Health Professionals Follow-up Study ( 5 ) show that no link between the overall percentage of calories from fat and any important health outcome, including cancer, heart disease, and weight gain.

Rather than adopting a low-fat diet, it’s more important to focus on eating beneficial “good” fats and avoiding harmful “bad” fats. Fat is an important part of a healthy diet. Choose foods with “good” unsaturated fats, limit foods high in saturated fat, and avoid “bad” trans fat.

• “Good” unsaturated fats — Monounsaturated and polyunsaturated fats — lower disease risk. Foods high in good fats include vegetable oils (such as olive, canola, sunflower, soy, and corn), nuts, seeds, and fish.
• “Bad” fats — trans fats — increase disease risk, even when eaten in small quantities. Foods containing trans fats are primarily in processed foods made with trans fat from partially hydrogenated oil. Fortunately, trans fats have been eliminated from many of these foods.
• Saturated fats , while not as harmful as trans fats, by comparison with unsaturated fats negatively impact health and are best consumed in moderation. Foods containing large amounts of saturated fat include red meat, butter, cheese, and ice cream. Some plant-based fats like coconut oil and palm oil are also rich in saturated fat.
• When you cut back on foods like red meat and butter, replace them with fish, beans, nuts, and healthy oils instead of refined carbohydrates.

Read more about healthy fats in this “Ask the Expert” with HSPH’s Dr. Walter Willett and Amy Myrdal Miller, M.S., R.D., formerly of The Culinary Institute of America

1. Siri-Tarino, P.W., et al., Saturated fatty acids and risk of coronary heart disease: modulation by replacement nutrients. Curr Atheroscler Rep, 2010. 12(6): p. 384-90.

2. Hu, F.B., Are refined carbohydrates worse than saturated fat? Am J Clin Nutr, 2010. 91(6): p. 1541-2.

3. Jakobsen, M.U., et al., Intake of carbohydrates compared with intake of saturated fatty acids and risk of myocardial infarction: importance of the glycemic index. Am J Clin Nutr, 2010. 91(6): p. 1764-8.

4. Hu, F.B., et al., Dietary fat intake and the risk of coronary heart disease in women. N Engl J Med, 1997. 337(21): p. 1491-9.

5. Ascherio, A., et al., Dietary fat and risk of coronary heart disease in men: cohort follow up study in the United States. BMJ, 1996. 313(7049): p. 84-90.

6. Hu, F.B., J.E. Manson, and W.C. Willett, Types of dietary fat and risk of coronary heart disease: a critical review. J Am Coll Nutr, 2001. 20(1): p. 5-19.

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E-Cigarette Use Among Youth

What to know.

E-cigarettes are the most commonly used tobacco product among U.S. youth. No tobacco products, including e-cigarettes, are safe, especially for children, teens, and young adults. Learn more about e-cigarette use among youth.

• In the United States, youth use e-cigarettes, or vapes, more than any other tobacco product. 1
• No tobacco products, including e-cigarettes, are safe, especially for children, teens, and young adults. 2
• Most e-cigarettes contain nicotine, which is highly addictive. Nicotine can harm the parts of an adolescent's brain that control attention, learning, mood, and impulse control. 2
• E-cigarette marketing, the availability of flavored products, social influences, and the effects of nicotine can influence youth to start or continue vaping. 3 4
• Most middle and high school students who vape want to quit. 5
• Many people have an important role in protecting youth from vaping including parents and caregivers, educators and school administrators, health care providers, and community partners.
• States and local communities can implement evidence-based policies, programs, and services to reduce youth vaping.

E-cigarette use among U.S. youth

In 2023, e-cigarettes were the most commonly used tobacco product among middle and high school students in the United States. In 2023: 6

• 550,000 (4.6%) middle school students.
• 1.56 million (10.0%) high school students.
• Among students who had ever used e-cigarettes, 46.7% reported current e-cigarette use.
• 1 in 4 (25.2%) used an e-cigarette every day.
• 1 in 3 (34.7%) used an e-cigarette on at least 20 of the last 30 days.
• 9 in 10 (89.4%) used flavored e-cigarettes.
• Most often used disposable e-cigarettes (60.7%) followed by e-cigarettes with prefilled or refillable pods or cartridges (16.1%).
• Most commonly reported using the following brands: Elf Bar, Esco Bars, Vuse, JUUL, and Mr. Fog.

Most middle and high school students who vape want to quit and have tried to quit. 5 In 2020:

• 63.9% of students who currently used e-cigarettes reported wanting to quit.
• 67.4% of students who currently used e-cigarettes reported trying to quit in the last year.

Most tobacco use, including vaping, starts and is established during adolescence. There are many factors associated with youth tobacco product use . These include:

• Tobacco advertising that targets youth.
• Product accessibility.
• Availability of flavored products.
• Social influences.
• Adolescent brain sensitivity to nicotine.

Some groups of middle and high school students use e-cigarettes at a higher percentage than others. For example, in 2023: 6

• More females than males reported current e-cigarette use.
• Non-Hispanic multiracial students: 20.8%.
• Non-Hispanic White students: 18.4%.
• Hispanic or Latino students: 18.2%.
• Non-Hispanic American Indian and Alaska Native students: 15.4%.
• Non-Hispanic Black or African American students: 12.9%.

Many young people who vape also use other tobacco products, including cigarettes and cigars. 7 This is called dual use. In 2020: 8

• About one in three high school students (36.8%) who vaped also used other tobacco products.
• One in two middle school students (49.0%) who vaped also used other tobacco products.

E-cigarettes can also be used to deliver other substances, including cannabis. In 2016, nearly one in three (30.6%) of U.S. middle and high school students who had ever used an e-cigarette reported using marijuana in the device. 9

• Park-Lee E, Ren C, Cooper M, Cornelius M, Jamal A, Cullen KA. Tobacco product use among middle and high school students—United States, 2022 . MMWR Morb Mortal Wkly Rep. 2022;71:1429–1435.
• U.S. Department of Health and Human Services. E-cigarette Use Among Youth and Young Adults: A Report of the Surgeon General . Centers for Disease Control and Prevention; 2016. Accessed Feb 14, 2024.
• Apelberg BJ, Corey CG, Hoffman AC, et al. Symptoms of tobacco dependence among middle and high school tobacco users: results from the 2012 National Youth Tobacco Survey . Am J Prev Med. 2014;47(Suppl 1):S4–14.
• Gentzke AS, Wang TW, Cornelius M, et al. Tobacco product use and associated factors among middle and high school students—National Youth Tobacco Survey, United States, 2021 . MMWR Surveill Summ. 2022;71(No. SS-5):1–29.
• Zhang L, Gentzke A, Trivers KF, VanFrank B. Tobacco cessation behaviors among U.S. middle and high school students, 2020 . J Adolesc Health. 2022;70(1):147–154.
• Birdsey J, Cornelius M, Jamal A, et al. Tobacco product use among U.S. middle and high school students—National Youth Tobacco Survey, 2023 . MMWR Morb Mortal Wkly Rep. 2023;72:1173–1182.
• Wang TW, Gentzke AS, Creamer MR, et al. Tobacco product use and associated factors among middle and high school students—United States, 2019 . MMWR Surveill Summ. 2019;68(No. SS-12):1–22.
• Wang TW, Gentzke AS, Neff LJ, et al. Characteristics of e-cigarette use behaviors among US youth, 2020 . JAMA Netw Open. 2021;4(6):e2111336.
• Trivers KF, Phillips E, Gentzke AS, Tynan MA, Neff LJ. Prevalence of cannabis use in electronic cigarettes among U.S. youth . JAMA Pediatr. 2018;172(11):1097–1099.

Smoking and Tobacco Use

Commercial tobacco use is the leading cause of preventable disease, disability, and death in the United States.

For Everyone

Health care providers, public health.

40 Facts About Elektrostal

Written by Lanette Mayes

Modified & Updated: 29 May 2024

Reviewed by Jessica Corbett

Elektrostal is a vibrant city located in the Moscow Oblast region of Russia. With a rich history, stunning architecture, and a thriving community, Elektrostal is a city that has much to offer. Whether you are a history buff, nature enthusiast, or simply curious about different cultures, Elektrostal is sure to captivate you.

This article will provide you with 40 fascinating facts about Elektrostal, giving you a better understanding of why this city is worth exploring. From its origins as an industrial hub to its modern-day charm, we will delve into the various aspects that make Elektrostal a unique and must-visit destination.

So, join us as we uncover the hidden treasures of Elektrostal and discover what makes this city a true gem in the heart of Russia.

Key Takeaways:

• Elektrostal, known as the “Motor City of Russia,” is a vibrant and growing city with a rich industrial history, offering diverse cultural experiences and a strong commitment to environmental sustainability.
• With its convenient location near Moscow, Elektrostal provides a picturesque landscape, vibrant nightlife, and a range of recreational activities, making it an ideal destination for residents and visitors alike.

Known as the “Motor City of Russia.”

Elektrostal, a city located in the Moscow Oblast region of Russia, earned the nickname “Motor City” due to its significant involvement in the automotive industry.

Home to the Elektrostal Metallurgical Plant.

Elektrostal is renowned for its metallurgical plant, which has been producing high-quality steel and alloys since its establishment in 1916.

Boasts a rich industrial heritage.

Elektrostal has a long history of industrial development, contributing to the growth and progress of the region.

Founded in 1916.

The city of Elektrostal was founded in 1916 as a result of the construction of the Elektrostal Metallurgical Plant.

Located approximately 50 kilometers east of Moscow.

Elektrostal is situated in close proximity to the Russian capital, making it easily accessible for both residents and visitors.

Known for its vibrant cultural scene.

Elektrostal is home to several cultural institutions, including museums, theaters, and art galleries that showcase the city’s rich artistic heritage.

A popular destination for nature lovers.

Surrounded by picturesque landscapes and forests, Elektrostal offers ample opportunities for outdoor activities such as hiking, camping, and birdwatching.

Hosts the annual Elektrostal City Day celebrations.

Every year, Elektrostal organizes festive events and activities to celebrate its founding, bringing together residents and visitors in a spirit of unity and joy.

Has a population of approximately 160,000 people.

Elektrostal is home to a diverse and vibrant community of around 160,000 residents, contributing to its dynamic atmosphere.

Boasts excellent education facilities.

The city is known for its well-established educational institutions, providing quality education to students of all ages.

A center for scientific research and innovation.

Elektrostal serves as an important hub for scientific research, particularly in the fields of metallurgy , materials science, and engineering.

Surrounded by picturesque lakes.

The city is blessed with numerous beautiful lakes , offering scenic views and recreational opportunities for locals and visitors alike.

Well-connected transportation system.

Elektrostal benefits from an efficient transportation network, including highways, railways, and public transportation options, ensuring convenient travel within and beyond the city.

Famous for its traditional Russian cuisine.

Food enthusiasts can indulge in authentic Russian dishes at numerous restaurants and cafes scattered throughout Elektrostal.

Home to notable architectural landmarks.

Elektrostal boasts impressive architecture, including the Church of the Transfiguration of the Lord and the Elektrostal Palace of Culture.

Offers a wide range of recreational facilities.

Residents and visitors can enjoy various recreational activities, such as sports complexes, swimming pools, and fitness centers, enhancing the overall quality of life.

Provides a high standard of healthcare.

Elektrostal is equipped with modern medical facilities, ensuring residents have access to quality healthcare services.

Home to the Elektrostal History Museum.

The Elektrostal History Museum showcases the city’s fascinating past through exhibitions and displays.

A hub for sports enthusiasts.

Elektrostal is passionate about sports, with numerous stadiums, arenas, and sports clubs offering opportunities for athletes and spectators.

Celebrates diverse cultural festivals.

Throughout the year, Elektrostal hosts a variety of cultural festivals, celebrating different ethnicities, traditions, and art forms.

Electric power played a significant role in its early development.

Elektrostal owes its name and initial growth to the establishment of electric power stations and the utilization of electricity in the industrial sector.

Boasts a thriving economy.

The city’s strong industrial base, coupled with its strategic location near Moscow, has contributed to Elektrostal’s prosperous economic status.

Houses the Elektrostal Drama Theater.

The Elektrostal Drama Theater is a cultural centerpiece, attracting theater enthusiasts from far and wide.

Popular destination for winter sports.

Elektrostal’s proximity to ski resorts and winter sport facilities makes it a favorite destination for skiing, snowboarding, and other winter activities.

Promotes environmental sustainability.

Elektrostal prioritizes environmental protection and sustainability, implementing initiatives to reduce pollution and preserve natural resources.

Home to renowned educational institutions.

Elektrostal is known for its prestigious schools and universities, offering a wide range of academic programs to students.

Committed to cultural preservation.

The city values its cultural heritage and takes active steps to preserve and promote traditional customs, crafts, and arts.

Hosts an annual International Film Festival.

The Elektrostal International Film Festival attracts filmmakers and cinema enthusiasts from around the world, showcasing a diverse range of films.

Encourages entrepreneurship and innovation.

Elektrostal supports aspiring entrepreneurs and fosters a culture of innovation, providing opportunities for startups and business development.

Offers a range of housing options.

Elektrostal provides diverse housing options, including apartments, houses, and residential complexes, catering to different lifestyles and budgets.

Home to notable sports teams.

Elektrostal is proud of its sports legacy, with several successful sports teams competing at regional and national levels.

Boasts a vibrant nightlife scene.

Residents and visitors can enjoy a lively nightlife in Elektrostal, with numerous bars, clubs, and entertainment venues.

Promotes cultural exchange and international relations.

Elektrostal actively engages in international partnerships, cultural exchanges, and diplomatic collaborations to foster global connections.

Surrounded by beautiful nature reserves.

Nearby nature reserves, such as the Barybino Forest and Luchinskoye Lake, offer opportunities for nature enthusiasts to explore and appreciate the region’s biodiversity.

Commemorates historical events.

The city pays tribute to significant historical events through memorials, monuments, and exhibitions, ensuring the preservation of collective memory.

Promotes sports and youth development.

Elektrostal invests in sports infrastructure and programs to encourage youth participation, health, and physical fitness.

Hosts annual cultural and artistic festivals.

Throughout the year, Elektrostal celebrates its cultural diversity through festivals dedicated to music, dance, art, and theater.

Provides a picturesque landscape for photography enthusiasts.

The city’s scenic beauty, architectural landmarks, and natural surroundings make it a paradise for photographers.

Connects to Moscow via a direct train line.

The convenient train connection between Elektrostal and Moscow makes commuting between the two cities effortless.

A city with a bright future.

Elektrostal continues to grow and develop, aiming to become a model city in terms of infrastructure, sustainability, and quality of life for its residents.

In conclusion, Elektrostal is a fascinating city with a rich history and a vibrant present. From its origins as a center of steel production to its modern-day status as a hub for education and industry, Elektrostal has plenty to offer both residents and visitors. With its beautiful parks, cultural attractions, and proximity to Moscow, there is no shortage of things to see and do in this dynamic city. Whether you’re interested in exploring its historical landmarks, enjoying outdoor activities, or immersing yourself in the local culture, Elektrostal has something for everyone. So, next time you find yourself in the Moscow region, don’t miss the opportunity to discover the hidden gems of Elektrostal.

Q: What is the population of Elektrostal?

A: As of the latest data, the population of Elektrostal is approximately XXXX.

Q: How far is Elektrostal from Moscow?

A: Elektrostal is located approximately XX kilometers away from Moscow.

Q: Are there any famous landmarks in Elektrostal?

A: Yes, Elektrostal is home to several notable landmarks, including XXXX and XXXX.

Q: What industries are prominent in Elektrostal?

A: Elektrostal is known for its steel production industry and is also a center for engineering and manufacturing.

Q: Are there any universities or educational institutions in Elektrostal?

A: Yes, Elektrostal is home to XXXX University and several other educational institutions.

Q: What are some popular outdoor activities in Elektrostal?

A: Elektrostal offers several outdoor activities, such as hiking, cycling, and picnicking in its beautiful parks.

Q: Is Elektrostal well-connected in terms of transportation?

A: Yes, Elektrostal has good transportation links, including trains and buses, making it easily accessible from nearby cities.

Q: Are there any annual events or festivals in Elektrostal?

A: Yes, Elektrostal hosts various events and festivals throughout the year, including XXXX and XXXX.

Elektrostal's fascinating history, vibrant culture, and promising future make it a city worth exploring. For more captivating facts about cities around the world, discover the unique characteristics that define each city . Uncover the hidden gems of Moscow Oblast through our in-depth look at Kolomna. Lastly, dive into the rich industrial heritage of Teesside, a thriving industrial center with its own story to tell.

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