Designing Inquiry Questions

Questions are the engine of inquiry. The right questions guide students from surface-level facts to deep conceptual understanding. They create the intellectual need that drives investigation and the cognitive tension that demands resolution.

This chapter provides you with a framework for designing questions that move students through the inquiry cycle, building from facts to concepts to critical evaluation.

5.1 The Four Types of Questions

Effective concept-based inquiry uses four distinct types of questions, each serving a different purpose in the learning journey. Understanding these types—and when to use each—transforms your instruction.

The Question Hierarchy

THE FOUR QUESTION TYPES

                 PROVOCATIVE
              "What if...?" / "Imagine..."
                     ↑
                 DEBATABLE
         "Should...?" / "To what extent...?"
                     ↑
                CONCEPTUAL
           "Why...?" / "How...?"
                     ↑
                 FACTUAL
        "What...?" / "When...?" / "Who...?"

Each level builds on and requires the ones below.

Overview of the Four Types

Why All Four Types Matter

Factual questions alone create students who know information but can't do anything with it.

Conceptual questions without factual foundation produce shallow thinking untethered from reality.

Debatable questions without conceptual understanding become opinion exchanges rather than reasoned argument.

Provocative questions without the other three are entertaining but don't build lasting understanding.

Together, the four types create a complete intellectual experience that moves students from knowledge acquisition through deep understanding to critical evaluation and creative extension.

5.2 Factual Questions: Building the Foundation

Factual questions establish the knowledge base students need for deeper thinking. They seem simple but are strategically essential.

Characteristics of Factual Questions

• Have specific, correct answers
• Can be verified through research or investigation
• Often begin with who, what, when, where, which, how many
• Build the evidence base for conceptual understanding

The Role of Factual Questions in CBI

Factual questions are NOT the end goal—they're the beginning. They serve to:

1. Establish common knowledge all students share
2. Provide evidence for conceptual reasoning
3. Ground abstract concepts in concrete examples
4. Create the raw material for pattern recognition

Examples of Factual Questions

Science:

• What are the stages of the water cycle?
• How long does it take for plastic to decompose?
• What percentage of Earth's surface is covered by water?

Mathematics:

• What is the formula for finding the area of a triangle?
• How many sides does a hexagon have?
• What patterns appear in this data set?

Social Studies:

• When did the American Revolution begin?
• What countries made up the Allied Powers in WWII?
• What are the three branches of government?

Language Arts:

• Who is the narrator of this story?
• What literary devices does the author use in paragraph 3?
• How many stanzas are in this poem?

Strategic Use of Factual Questions

DO:

• Select factual questions that directly support conceptual understanding
• Use factual questions to ensure all students have needed background
• Sequence factual questions to reveal patterns
• Ask students to gather facts that can be synthesized

DON'T:

• Spend most instructional time on factual recall
• Ask random facts not connected to concepts
• Test factual recall as if it equals understanding
• Assume facts lead automatically to concepts

From Facts to Patterns

The power of factual questions lies in what comes next. Notice how factual questions can set up conceptual reasoning:

Factual Questions:

• What did the polar bear eat?
• What did the tropical bird eat?
• What did the desert lizard eat?

Pattern Recognition: Each animal's diet relates to its environment.

Conceptual Question: Why do animals in different environments eat different things?

Generalization Emerging: Animals' diets are adapted to available resources in their environment.

5.3 Conceptual Questions: Driving Understanding

Conceptual questions are the heart of concept-based inquiry. They push students beyond facts to understand relationships, patterns, and principles.

Characteristics of Conceptual Questions

• Require reasoning, not just recall
• Often begin with why, how, or what is the relationship
• Can have multiple valid answers supported by evidence
• Lead toward generalizations
• Focus on understanding causes, effects, patterns, relationships

The Three Subtypes of Conceptual Questions

Type 1: Relationship Questions Ask how concepts connect to each other.

Examples:

• How does scarcity affect economic decisions?
• What is the relationship between setting and character in literature?
• How do structure and function relate in living systems?

Type 2: Pattern Questions Ask students to identify patterns across examples.

Examples:

• What patterns do you notice across these revolutions?
• How are these mathematical representations similar?
• What do these ecosystems have in common?

Type 3: Explanation Questions Ask students to explain why something occurs.

Examples:

• Why do organisms in the same ecosystem compete?
• Why does the author shift point of view at this moment?
• Why do prices rise when supply decreases?

Crafting Effective Conceptual Questions

Start with your target generalization, then work backward:

Target Generalization: "Conflict often arises from competing needs or values."

Conceptual Questions That Lead There:

• What conditions tend to produce conflict?
• How do differing perspectives contribute to conflict?
• What underlying needs or values were at stake in this conflict?
• Why is conflict so common across different societies and time periods?

Use concept vocabulary to signal the thinking you want:

Instead of: "What happened in this chapter?" Ask: "How does conflict develop between these characters?"

Instead of: "Describe the experiment." Ask: "What is the relationship between the variable you changed and the results?"

Conceptual Question Stems

Use these stems to generate conceptual questions:

Common Mistakes with Conceptual Questions

Mistake 1: Disguised Factual Questions

❌ "Why did the American Revolution start in 1776?" (Asks for a fact about timing, not conceptual understanding)

✓ "Why do colonies tend to seek independence from ruling powers?" (Asks for understanding of a pattern)

Mistake 2: Too Vague

❌ "What do you think about ecosystems?" (No clear conceptual target)

✓ "How do the organisms in an ecosystem depend on each other?" (Clear conceptual focus on interdependence)

Mistake 3: Leading Questions

❌ "Don't you think that conflict leads to change?" (Predetermined answer embedded)

✓ "What relationships exist between conflict and change?" (Open to multiple reasoned responses)

5.4 Debatable Questions: Fostering Critical Thinking

Debatable questions invite students to make judgments, take positions, and defend claims with evidence. They develop critical thinking and argumentation skills.

Characteristics of Debatable Questions

• Multiple defensible positions exist
• Require evidence-based reasoning
• Involve evaluation, judgment, or ethical reasoning
• Often address contested issues or trade-offs
• Push students beyond understanding to critical evaluation

Types of Debatable Questions

Value Questions: Ask students to evaluate worth or importance

Examples:

• Which adaptation was most important for human survival?
• What is the most significant cause of the Civil War?
• Which character demonstrates the greatest growth?

Policy Questions: Ask what should be done

Examples:

• Should endangered species be prioritized over economic development?
• How should limited resources be distributed in this scenario?
• Should authors be required to include diverse characters?

Interpretation Questions: Ask for meaning or significance

Examples:

• Is the narrator reliable or unreliable?
• Was this historical figure primarily a hero or a villain?
• Which interpretation of this data is most valid?

Trade-off Questions: Ask students to weigh competing goods

Examples:

• What is more important: individual freedom or collective safety?
• Should scientific progress be limited by ethical concerns?
• How should we balance environmental protection and economic growth?

Designing Effective Debatable Questions

Ensure multiple valid positions: A debatable question should have at least two defensible answers. If one answer is clearly "right," it's not truly debatable.

Require evidence: Good debatable questions can't be answered with pure opinion—they require marshaling evidence and reasoning.

Connect to concepts: Debatable questions should require students to apply their conceptual understanding.

Match student readiness: The complexity of debatable questions should match students' conceptual development.

Examples Across Content Areas

Science:

• Should we prioritize space exploration over solving Earth's problems?
• Is genetic modification of food ethical?
• What responsibility do scientists have for how their discoveries are used?

Mathematics:

• Which representation of data is most honest?
• When is an approximate answer better than an exact one?
• Should mathematical models guide policy decisions?

Social Studies:

• Can war ever be justified?
• Should governments limit individual freedoms to protect the common good?
• Who deserves the most credit for social change movements?

Language Arts:

• Is the protagonist's final choice justified?
• Should authors be held accountable for how their characters are interpreted?
• Which literary tradition has been most influential on contemporary writing?

Facilitating Debatable Discussions

Ground rules:

• Claims must be supported by evidence
• Challenge ideas, not people
• Consider multiple perspectives
• Be willing to revise your position

Question moves:

• "What evidence supports that position?"
• "What might someone who disagrees say?"
• "How does this connect to our understanding of [concept]?"
• "What assumptions underlie that argument?"

5.5 Provocative Questions: Sparking Engagement

Provocative questions capture attention, stimulate imagination, and extend thinking beyond the immediate content. They're particularly powerful for launching units and promoting transfer.

Characteristics of Provocative Questions

• Spark curiosity and engagement
• Often use imagination or hypotheticals
• May not have definitive answers
• Connect learning to students' lives and interests
• Promote creative and speculative thinking

Types of Provocative Questions

Hypothetical Questions: "What if...?"

Examples:

• What if humans could photosynthesize?
• What if the American Revolution had failed?
• What if we could read each other's thoughts?

Imagination Questions: "Imagine..."

Examples:

• Imagine you're a molecule of water. Describe your journey through the water cycle.
• Imagine explaining democracy to someone who has never heard of it.
• Imagine a world without written language.

Connection Questions: Linking to student experience

Examples:

• When have you experienced conflict over scarce resources?
• How is this character's dilemma like choices you've faced?
• Where do you see patterns in your own life?

Extension Questions: Pushing beyond the content

Examples:

• What would this look like 100 years from now?
• How might this concept apply to a problem we face today?
• What questions remain unanswered?

Strategic Use of Provocative Questions

To launch a unit: Use provocative questions to create interest and establish relevance before diving into content.

Example: Before a unit on ecosystems: "What would happen if all the insects in the world suddenly disappeared?"

To promote transfer: Use provocative questions to help students apply learning to new contexts.

Example: After a unit on revolutions: "If you wanted to create revolutionary change in your school, what would the concepts we've studied suggest you should do?"

To deepen engagement: Use provocative questions when energy lags or to re-engage students with content.

Example: During a unit on character motivation: "If you could talk to this character, what advice would you give them?"

Balancing Provocation with Substance

Provocative questions should enhance, not replace, rigorous thinking:

• Ground provocations in content: Hypotheticals should relate to the concepts being studied
• Follow provocation with inquiry: Use the engagement to drive deeper investigation
• Connect imagination to evidence: Ask students to support speculative thinking with what they've learned
• Don't overuse: Provocation loses power if everything is hypothetical

5.6 Question Sequences That Build Understanding

Individual questions matter, but the sequence of questions across a learning experience matters more. Effective sequencing moves students systematically from facts to concepts to evaluation.

The Inquiry Question Sequence

INQUIRY QUESTION SEQUENCE

PHASE 1: ENGAGE (Provocative)
├── Hook attention and interest
├── Establish relevance
└── Create intellectual need

PHASE 2: BUILD (Factual)
├── Gather necessary information
├── Establish shared knowledge
└── Collect evidence for reasoning

PHASE 3: UNDERSTAND (Conceptual)
├── Identify patterns
├── Explain relationships
└── Work toward generalizations

PHASE 4: EVALUATE (Debatable)
├── Judge significance
├── Weigh alternatives
└── Take defended positions

PHASE 5: EXTEND (Provocative)
├── Transfer to new contexts
├── Imagine applications
└── Connect to larger questions

Example Question Sequence: Water Cycle Unit

Phase 1: ENGAGE (Provocative) "If you were a water molecule, what would your life be like? Where might you travel?"

Phase 2: BUILD (Factual)

• What are the stages of the water cycle?
• What causes water to evaporate?
• Where does precipitation fall?
• What happens to water that seeps into the ground?

Phase 3: UNDERSTAND (Conceptual)

• How do the parts of the water cycle depend on each other?
• What role does the sun play in driving the water cycle?
• Why is the water cycle called a "cycle"?
• What patterns exist across all cycles in nature?

Phase 4: EVALUATE (Debatable)

• Which part of the water cycle is most important?
• Should humans intervene in natural water cycles?
• How should limited water resources be distributed?

Phase 5: EXTEND (Provocative)

• What would happen if Earth's water cycle were disrupted?
• Where else do you see cycles operating in the world?
• How is your own life like a cycle?

Example Question Sequence: Character Motivation Unit

Phase 1: ENGAGE (Provocative) "Think of a time you did something that surprised even you. What drove that decision?"

Phase 2: BUILD (Factual)

• What actions does the protagonist take in this chapter?
• What does the character say about their reasoning?
• What details does the author provide about the character's past?
• What are other characters' reactions?

Phase 3: UNDERSTAND (Conceptual)

• How do the character's past experiences influence current decisions?
• What is the relationship between what characters say and what they do?
• How does the author reveal motivation indirectly?
• What patterns do you notice in how complex characters are developed?

Phase 4: EVALUATE (Debatable)

• Is the protagonist's final choice justified?
• To what extent is the character responsible for the consequences?
• Which character shows the most authentic motivation?

Phase 5: EXTEND (Provocative)

• How would you rewrite this scene if the character had different motivations?
• What does this story suggest about human nature in general?
• How might understanding motivation help you understand real people better?

Sequencing Principles

1. Start where students are Begin with accessible questions before moving to complex ones.

2. Build evidence before reasoning Ensure students have factual knowledge to support conceptual thinking.

3. Develop understanding before evaluation Students need to understand concepts before they can meaningfully evaluate and debate.

4. Create productive struggle Questions should challenge without frustrating—slightly beyond current capability.

5. Cycle back when needed If conceptual questions reveal gaps, return to factual building.

6. End with transfer Close sequences with questions that extend learning beyond the immediate content.

Templates & Tools

Template 5.1: Question Design Worksheet

QUESTION DESIGN WORKSHEET

Unit/Topic: _________________________________
Target Generalization: _______________________
_________________________________________
Key Concepts: _______________________________

PROVOCATIVE QUESTIONS (for engaging/extending)
1. _______________________________________
2. _______________________________________

FACTUAL QUESTIONS (for building knowledge)
1. _______________________________________
2. _______________________________________
3. _______________________________________
4. _______________________________________

CONCEPTUAL QUESTIONS (for developing understanding)
1. _______________________________________
2. _______________________________________
3. _______________________________________

DEBATABLE QUESTIONS (for critical evaluation)
1. _______________________________________
2. _______________________________________

SEQUENCE CHECK:
□ Provocative questions will hook interest
□ Factual questions provide needed evidence
□ Conceptual questions lead toward generalization
□ Debatable questions require conceptual understanding
□ Questions progress appropriately in difficulty

Template 5.2: Question Sequence Planner

QUESTION SEQUENCE PLANNER

Unit: ______________________________________
Duration: __________________________________

LESSON/DAY 1: ENGAGE
Primary Question Type: Provocative

Hook Question: ______________________________
_________________________________________

Purpose: ___________________________________

LESSONS 2-3: BUILD
Primary Question Type: Factual

Essential Facts Students Need:
1. _______________________________________
2. _______________________________________
3. _______________________________________

Questions to Guide Investigation:
1. _______________________________________
2. _______________________________________

LESSONS 4-5: UNDERSTAND
Primary Question Type: Conceptual

Pattern Questions:
1. _______________________________________
2. _______________________________________

Relationship Questions:
1. _______________________________________
2. _______________________________________

LESSON 6: EVALUATE
Primary Question Type: Debatable

Central Debate Question: _____________________
_________________________________________

Positions students might take:
Position A: ________________________________
Position B: ________________________________

LESSON 7: EXTEND
Primary Question Type: Provocative

Transfer Question: __________________________
_________________________________________

Connection to Students' Lives: _________________
_________________________________________

Template 5.3: Question Quality Checklist

QUESTION QUALITY CHECKLIST

Question Being Evaluated: _____________________
_________________________________________

Question Type Intended: □ Factual □ Conceptual
                       □ Debatable □ Provocative

FOR FACTUAL QUESTIONS:
□ Has a specific, verifiable answer
□ Provides evidence for conceptual thinking
□ Is directly relevant to concepts studied
□ Avoids testing trivial information

FOR CONCEPTUAL QUESTIONS:
□ Requires reasoning, not just recall
□ Focuses on relationships, patterns, or causes
□ Could have multiple supported answers
□ Uses concept vocabulary
□ Leads toward target generalization
□ Is neither too vague nor too leading

FOR DEBATABLE QUESTIONS:
□ Has multiple defensible positions
□ Requires evidence, not just opinion
□ Connects to conceptual understanding
□ Appropriate for student readiness

FOR PROVOCATIVE QUESTIONS:
□ Captures attention/imagination
□ Connects to student experience or interests
□ Relates to unit concepts
□ Opens thinking rather than closing it

OVERALL:
□ Clear and understandable
□ Appropriately challenging
□ Fits its purpose in the sequence

AI Prompts for Designing Inquiry Questions

Prompt 5.1: Question Set Generator

Generate a complete question set for a unit on [TOPIC]
that leads students toward understanding this
generalization: [GENERALIZATION]

Grade Level: [GRADE]
Subject: [SUBJECT]

Please provide:

1. PROVOCATIVE QUESTIONS (2)
   - One for unit launch
   - One for unit closure/transfer

2. FACTUAL QUESTIONS (4-6)
   - Essential facts needed for conceptual understanding
   - Information students will gather through inquiry

3. CONCEPTUAL QUESTIONS (3-4)
   - Questions about relationships between concepts
   - Questions about patterns across examples
   - Questions that lead toward the generalization

4. DEBATABLE QUESTIONS (2)
   - Questions requiring evidence-based judgment
   - Questions with multiple defensible positions

For each question, indicate:
- When in the unit it should be used
- What cognitive work it asks students to do
- How it connects to neighboring questions

Prompt 5.2: Question Type Converter

I have these questions for my unit on [TOPIC]:
[LIST YOUR QUESTIONS]

For each question:
1. Identify its current type (factual, conceptual,
   debatable, or provocative)
2. Convert it to each of the OTHER three types
3. Explain when each version would be most useful

This will help me understand how the same content
can be approached through different question types
and expand my question options for instruction.

Prompt 5.3: Question Sequence Optimizer

Review this sequence of questions for my [SUBJECT] unit
on [TOPIC] and help me optimize it:

[LIST YOUR QUESTIONS IN CURRENT ORDER]

Please:
1. Identify the type of each question
2. Evaluate whether the sequence builds appropriately
3. Identify gaps (missing question types or topics)
4. Suggest additions or modifications
5. Recommend reordering if needed
6. Ensure the sequence leads toward this generalization:
   [YOUR TARGET GENERALIZATION]

Provide a revised, optimized sequence with
explanation of changes.

Prompt 5.4: Conceptual Question Developer

I want to develop strong conceptual questions for
teaching the concepts of [CONCEPT A] and [CONCEPT B]
through the topic of [TOPIC].

Generate conceptual questions in these categories:

1. RELATIONSHIP QUESTIONS
   How do [A] and [B] relate to each other?

2. PATTERN QUESTIONS
   What patterns exist across examples of [A] and [B]?

3. CAUSE/EFFECT QUESTIONS
   Why does [A] lead to [B]? What conditions matter?

4. COMPARISON QUESTIONS
   How does [A] operate differently in different contexts?

5. SIGNIFICANCE QUESTIONS
   Why does understanding [A] and [B] matter?

For each question:
- Explain what understanding it develops
- Suggest how students might begin to answer it
- Identify what factual knowledge it requires

Prompt 5.5: Debatable Question Designer

Create debatable questions for a [GRADE LEVEL] unit
on [TOPIC].

Requirements:
- Questions should have multiple defensible positions
- Students should be able to use evidence from the unit
- Questions should require application of conceptual
  understanding
- Questions should be appropriate for student maturity

For each debatable question you create, provide:
1. The question
2. Two or three possible positions students might take
3. What evidence from the unit supports each position
4. What concepts students need to understand to
   engage meaningfully
5. Potential pitfalls to watch for during discussion
6. A simpler version for younger/struggling students
7. A more complex version for advanced students

Key Takeaways

1. Four question types work together: Factual questions build knowledge, conceptual questions develop understanding, debatable questions foster critical thinking, and provocative questions spark engagement.

2. Factual questions are the foundation, not the goal. They provide the evidence base for deeper reasoning.

3. Conceptual questions are the heart of CBI. They focus on relationships, patterns, and explanations that lead to generalizations.

4. Debatable questions push students to evaluate, judge, and argue—but only after they've built conceptual understanding.

5. Provocative questions hook interest at the start and promote transfer at the end.

6. Question sequences matter as much as individual questions. Plan the progression from facts through concepts to evaluation.

7. Different question types require different responses—match your facilitation to the question type.

Reflection Questions

1. Looking at your recent lessons, which question type do you use most? Least? What might be the impact?

2. Select a unit you'll teach soon. What provocative question could launch it with maximum engagement?

3. Practice transforming a factual question you commonly ask into a conceptual question. What changes?

4. What debatable questions exist in your content that you might be avoiding? Why?

In Chapter 6, we'll explore how to create provocations that launch inquiry and assessments that reveal conceptual understanding.