Tips on Asking Good Questions - Campbell University

Tips on Asking Good Questions

Why is it important to learn to ask questions? As we think of and then ask questions, we are engaged and learn more. We also can demonstrate professionalism as we interact with a speaker in a respectful manner. Questions can also help the process of inquiry move forward, helping us to make connections and stimulating new ideas. These are especially important for making advances in science.

You may notice that some of the examples of questions sound odd, but many of them, or some variation of them, were asked by real students over the years. When looking at some of these questions on paper, we realize they are out of place. By thinking ahead of how to ask good questions, and then practicing this skill, you will be able to formulate better questions more quickly to ask during presentations.

Characteristics Showing Strengths and Weaknesses of Questions

Note: The following refers to questions asked during a presentation or submitted as an assignment.

Weaknesses: ? Off topic ? Includes spelling, punctuation & grammar mistakes: may be difficult to interpret and demonstrates a lack of attention to detail ? Does not logically fit with what the speaker has said. Be sure to listen carefully to the speaker. ? General questions that may be appropriate in a classroom setting are not appropriate for a guest speaker. If the question is one of general knowledge in biology, it is not appropriate. We all have gaps in knowledge and sometimes we might need to look up information later. ? Do not ask questions about basic scientific knowledge and common techniques. For example, you may not recall what PCR is, but can look it up later. At times, the speaker may be talking about a more obscure or specific technique which may elicit appropriate questions, although the speaker will often explain a less common technique as part of the presentation. ? If the question you ask could elicit a one word yes or no answer, it is not a strong question. ? Broad or vague questions are weak. They may not be relevant to the topic discussed or bring in areas that are not relevant. Vague questions are weak because they are often more difficult to interpret. Specific questions, nevertheless, may be designed to yield an open-ended response or a specific answer.

Strengths: ? On topic, showing engagement in what the speaker is saying. ? Demonstrates you are thinking about the next step in the science. ? Asking how or why something is done, or the criteria behind this, can sometimes provide deeper insights into the research.

Issues of Etiquette

? Be on time to a presentation or a class when we have a guest speaker. ? Be careful not to interrupt the speaker with a premature question, i.e. give the speaker a chance

to lead to the logical next step. Sometimes they have anticipated the questions the audience might ask. ? Be attentive. Do not chat. Do not use electronics. Do not do other homework. ? You may find it useful to jot down thoughts you have for questions to ask later.

Examples of Weak to Strong Questions

Example: A speaker is talking about Hawaiian violets and how the different species can be distinguished using PCR. In passing

the speaker mentions that one of the species is difficult to study because it is on the endangered species list.

Rank

Question

Strengths/Weakness

Very weak Which other species of plants are endangered? W: Off topic

S: If there was somewhere you were going with this question, it might

be fine, but as asked, it appears too broad

Very weak Are all of the species of violets going extinct?

W: The speaker would likely not say one species is endangered if they

See next page for suggestions to strengthen this question

all are.

Very weak What is an endangered species?

W: Although this type of question may be appropriate in a classroom

setting, this is a question that should be general knowledge for a

biology student and should not be asked in a guest presentation? We

all have gaps in knowledge and sometimes we might look up

information later to fill in those gaps.

Weak

Can one study endangered species?

S: Shows engagement but is rather weak.

W: Could elicit a one word yes or no answer. The question "How do

you study this species of violet?" would be stronger

Weak

Can you explain what PCR is?

W: Since PCR is a basic technique that a general science audience

should be familiar with, this is something you can look up later.

Medium

By what criteria are species placed on the

S: Even though you may understand what an endangered species is,

endangered species list?

knowing the criteria might help you to better understand the general

problem as well as the specific species being discussed

W: Although more specific than some of the questions above, it is still a

bit general in nature.

Strong

What types of approval does one need to study S: The speaker mentioned that this impacted the research because one

an endangered species of plants?

of the species is on the endangered species list, thus, this shows

engagement and that you are thinking about the next step in the

science.

Strong

How does one study an endangered plant

W: The statement by the speaker suggests he/she will now tell us so be

species: what precautions does one take?

sure to ask such a question only if the speaker does not proceed to

the expected next step.

S: Shows engagement; thinking about the next step in the science

Varying the level of a question

Here is a series of similar questions related to the example above, but asked at different levels:

Are all of the species of violets going extinct? Are you trying to save the other species from becoming endangered? What factors caused that species of violet to become endangered? Are the other species at risk to become endangered? Are there steps can one take to protect or increase the population of the endangered species of violets and the other violets?

More Examples of Types of Weak Questions

For the examples, Blue are comments; Black are the questions

Weak Categories of Question If your question could be asked of most presenters or for most presentations, it is weak. You cannot have a stock question that you ask each time.

Basic knowledge in Biology: i.e. a question more appropriate in the classroom rather than a seminar

Broad clarification questions

Interesting questions that do not apply to the presentation

Examples

What is the greatest discovery to date that has come from the study of oceanography?

Are there unique features of plants on the Hawaiian Islands that make it particularly interesting to study?

Have there been any new breakthroughs in the field?

Why did you choose to focus solely on Hawaii plant life? (This last question could be made stronger if you could connect it to something specific in the presentation: e.g. prefacing your question with "You mentioned that xxx...")

What is meant by identical twins?

What is the difference between chloroplast and nuclear genes? (If you were able to relate your question to something in the presentation, this could become a better question: e.g. "You indicated that you were better able to differentiate the phylogenetic relationship with nuclear genes than chloroplast genes. Do you have any ideas why the nuclear genes give a better differentiation?")

Can you explain that last point?

What was the last point you made?

Can you tell me how to pronounce that term?

What technique did you say you used for analyzing the samples?

The first question is too broad. What specifically do you want explained? Ask a specific question if you need clarification. The next three may indicate you were not listening or are off topic.

A guest speaker is talking about monkeys and how degradation of their environment is causing a decline in the population of certain species. The speaker shows a phylogenetic tree of the groups of monkeys being studied and you ask: "You show a tree of how closely related these monkeys are. How closely related are monkeys to humans"

Continued from previous page

Weak Categories of Question Too broad; Vague Questions simply for curiosity, but of unclear significance

Examples

By researching relationships of Nototrichium, how will it help advance the field of botany? Does your research benefit the whole of humanity by furthering the knowledge of plant life or advancing the medicinal database for medicines that originate from plants?

Why did you decide to study xyz?

How do you culture/grow the organism?

Do you only do research with that one organism? / Why do studies in this organism? (if you include a specific question about that organism and the benefits, it may make it a good question)

Technical details without a point or a weak point

What concentration of sodium chloride did you have in the culture media? (If you are doing undergraduate research, however, you may have a reason for asking, such as: "Do you recall the concentration of sodium chloride you have in the culture media? I have been trying to grow that organism without success and another research lab told me that you often must optimize the concentration of sodium chloride for the organism to grow well."

A speaker is using this technique to separate molecules of interest: When using capillary electrophoresis, what problems does one have compared with gel electrophoresis? If you realize the amount of sample one can load in capillary electrophoresis is small and the speaker was trying to isolate the material you might ask about how these techniques compare and indicate that as part of the question.

When and how was DNA profiling discovered? Unless the presentation is about the development of the technique, such a history question would not be appropriate.

Off topic; Not connected to something in the presentation; or Presumptuous

Where did you get your PhD?

Dr. Larsen often shows a video of a research expedition called "Cruise Cruise Baby". The following would be a weak question about the video: Where was the video taken (what body of water)? How long was the crew on the boat collecting samples? This latter question would be appropriate if the goal of the presentation was to tell you about the challenges of doing field research.

What relevance does the research in Tanzania have to do with small college rural towns such as Buies Creek? (Unless you are sure that it has a connection, you are presumptuous to believe every topic or research has important implications for your small circle)

Interview style questions are inappropriate such as: "What is your most...?" "What is your favorite...?" "Why did you go into this field?" This last one might be appropriate if the presentation was about the path the speaker took to get to their current position.

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