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    Connecting scientists with students can have substantial educational benefits. Classroom visits, online communication, interviews and field trips make science relevant. Preparing students beforehand regarding interview techniques and etiquette serves multiple purposes. It gives students the time (and the purpose) to develop their science knowledge. It also helps to establish a professional relationship between the students and the science expert. The interview techniques are effective for both face-to-face and online interactions.

    Learn more about connecting students and scientists in the resource Scientists talking to students through videos.

    In this activity, students work through a framework to develop and organise questions and interview protocols prior to interviewing or communicating with a science expert.

    Nature of science

    Formulating and asking questions provides students with the opportunity to use scientific vocabulary within meaningful contexts. Questioning also helps students develop effective communication skills.

    By the end of this activity, students should be able to:

    • identify some of the science concepts and questions they want to discuss with an expert
    • prioritise and group interview questions
    • identify the difference between open-ended and closed questions
    • discuss how working through an interview framework helps to develop their questioning skills
    • establish shared etiquette protocols to make the best use of the expert’s time/interview.

    Download the Word file (see link below) for:

    • background information for teachers
    • teacher instructions
    • student instructions.

    Related Content

    Read how Napier Central School developed and used the interview techniques outlined in this activity to interview a Rocket Lab avionics systems engineer.

    Acknowledgement

    The Science Learning Hub acknowledges the research assistance provided by the students of Room 13 at Napier Central School.

     

      Published 13 February 2018 Referencing Hub articles