Promoting Student Questioning in the Learning of Natural Sciences

Abstract

This work aims to analyze the written questions asked by 9th grade students in three different question-promoting strategies in the subject of Natural Sciences, in order to assess the cognitive level and the functions of these questions. For this purpose, a qualitative research was implemented. The students’ written questions posed in the three strategies were collected. A close relationship was not found between the type of strategy and the cognitive level of the students’ questions. Nevertheless, the percentage of closed questions decreased throughout the three strategies while the percentage of open questions increased.