Children's Questions in Science Classrooms: A Potential Source of Learning

Abstract

In this paper activities were conducted with children of classes V, VI and VIII where they were encouraged to ask questions. Children's questions were recorded at three different phases of teaching learning before initiating the concept, during the classroom transaction and after the concept is covered. Then those questions were classified using Harlen and Elstgeest (1992) framework. The data was collected over a period of four months (around 3months in primary school and 1 month in middle school). Data was analyzed with refence to types of questions asked by children and how these questions become potential source of learning.