ABSTRACT
The research reported on in this chapter explores the impact of an intervention designed to promote student questioning from 14–15 year olds in an English science classroom. This research arose from discussions on a master’s in learning and teaching course between a practising science teacher and her academic supervisor. The research explored key literature both on the value of and ways to develop student questioning in science classrooms. The research was done in three phases. The first phase was a baseline phase to investigate the teacher’s current practice and students’ perceptions about questioning in classrooms to inform the development of the intervention. The second phase researched the effectiveness of the intervention. The third phase was a follow-up phase which sought to find out the ways and the extent the outcomes of the intervention had been sustained over time. Findings show the intervention did promote more in-depth student questioning and that this seemed to be sustained over time. Implications for future practice and the learning of both the teacher and the academic supervisor are then discussed.
