Abstract
Getting teenagers to ask good questions in science is not as easy as one would think. Many able pupils seem happy to passively absorb information without asking many questions, and to some extent the teacher might be forgiven for making the best of it by skipping through the syllabus, merrily ticking off learning objectives without losing too much sleep. While most teachers would agree that this way of learning science is not exactly ideal, questions concerning how to get pupils to become more inquisitive about science and how to foster a climate of questioning in lessons have been stagnating in the ether of secondary schools' prep rooms across the land for some time.
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