Phenomena Hub: Driving Questions

What is a driving question?

Driving questions in science are open-ended prompts that drive student inquiry throughout a unit. These “big questions” require students to investigate and explain a central phenomenon or solve a real-world problem.

How do I write driving questions?

Students should develop the questions that will drive the learning in a unit. However, you’ll need a “back pocket” question that will ensure students learn the intended material in a given unit. You can use this question to plan your unit, to consider how you’ll present your anchor phenomenon, and to help students formulate their own questions about the phenomenon. Follow these steps to write your own driving questions:

1. Identify Disciplinary Core Ideas

Identify the relevant Disciplinary Core Ideas (DCIs) from your state standards (or from A Framework for K–12 Science Education). These core ideas will guide the unit. These ideas describe the essential scientific concepts that students should learn about the phenomenon.

2. Incorporate Crosscutting Concepts

Consider how Crosscutting Concepts (CCC) such as patterns, cause and effect, and systems can enhance the understanding of the phenomenon. These conceptual “lenses” for thinking about phenomena help students explore the connections between different scientific ideas​.

3. Frame the Driving Question

Develop an open-ended question that requires students to explain the phenomenon. This question should invite investigation and critical thinking. It should prompt students to explore relationships between ideas as they make sense of the phenomenon.

4. Facilitate Inquiry and Iterate

Plan opportunities for students to discuss the driving question. Revisit and refine the question based on these discussions and student feedback. This maintains alignment between the phenomenon and DCIs students need to learn.

I have a driving question. What do I do next?

There’s no one-size-fits-all strategy for how to utilize a driving question with your students. Here are some ideas:

• Write lesson objectives that include how the driving question connects to the new learning for that day.
• Create questions for class discussions about a phenomenon based on your driving question.
• Collaborate with students to design investigations that help them answer the driving question.
• Create a driving question board to track student sub-questions and learning from investigations.

Where can I learn more about driving questions?

There are many resources available for deepening your understanding of driving questions. Begin your journey using the selections below.

• How to Write Effective Driving Questions for Project-Based Learning

  This blog details the potential impact driving questions can have on teachers and students.

• Using Effective Driving Questions in Science to Help Make Sense of the World

  This article features a case study of an elementary teacher using driving questions.

• What is the Driving Question Board?

  This resource describes how OpenSciEd uses the Driving Question Board strategy in its units.