Abstract
Abstract In England and Wales, teachers of primary science are required by statutory orders, specified in the current National Curriculum documentation, to encourage children's questioning skills. In this article the educational significance of developing interrogative skills in science is explored alongside a consideration of current classroom practice. The apparent difficulties of implementing this aspect of the statutory requirements are examined with reference to studies in the field of questioning. Emerging from the discussions are issues reflecting the need for practitioners to be supported in the review and evaluation of pedagogy as a way of providing professional development concurrent with improved application of questioning strategies.
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