Normally Donour would have given students the goals of the lab and a step-by-step process to follow — like a cookbook recipe — because she wasn’t sure they had the ability to ask their own questions. This time, she showed students an image of firecrackers and guided them through the QFT to help them develop their own questions about what was going on in the image. “They were asking the same questions that I would have asked in developing the lab,” Donour said. “And that was a real shock for me.”
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