In this article I explore the educational value of students writing questions on what they do not know about course content. Students bring questions to class on assigned chapters and we discuss the questions. Later, students write 1 question for each exam. Students in 10 classes agreed that the technique helped them see alternative ways of viewing the course material, understand the limitations of texts and lectures, and relate current information to previously learned material. This technique is applicable to both introductory and advanced classes.
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