ABSTRACT
There can be no doubt that questions play an important part in the teaching and learning of science. Indeed, questions and the search for answers are central to science itself. It is, therefore, important that science teachers ask questions and encourage pupils themselves to ask questions. The focus of this chapter is the questions used by science teachers, why they are used, and how they can be used effectively. It is not intended to be read and then simply put it into practice; rather, it aims to provide a framework for looking at and thinking about teachers’ questions in the science classroom. Teaching, and learning to teach, are complex activities, so how do teachers learn to use questions effectively? We use questions in our everyday lives, and children quickly learn how to use questions to achieve their desired goals. We develop some questioning skills as a result of our experiences, but for teachers, will this be sufficient to ensure effective practice in the classroom? Some of the ideas in this chapter may be used to inform planning, or help in the analysis of questioning practice. When teachers are learning to use questions effectively, the frameworks provided can be used to analyse what they do and plan action for improvement. Using such frameworks may be useful not only in the early stages of learning, but also in continuing to develop greater professional expertise.
