Abstract

ROJAS CONEJERA, Alejandra  and  JARA CAMPOS, Roxana. Theoretical and empirical approaches to formulating good questions in science teacher education. Ciência educ. [online]. 2025, vol.31, e25008.  Epub Mar 11, 2025. ISSN 1980-850X.  https://doi.org/10.1590/1516-731320250008.

This paper summarizes the state of the art of question formulation in introductory science teacher education by reviewing 12 studies published between 2013 and 2023 in databases such as Web of Science, Scopus, Springer, Taylor & Francis, and Google Scholar. Our analysis focuses on a theoretical and empirical understanding of how future science teachers formulate questions and evaluate strategies and interventions designed to improve this skill. The findings outline the types of questions formulated, their scientific content, and the challenges and demands future teachers face in developing these questions. In addition, we describe the types of research conducted, the contexts in which the studies took place, and the participants involved. We also describe different interventions and approaches for improving question formulation within specific science domains or through more general techniques, such as authentic science investigations and science practices.

Keywords : Initial teacher training; Question; Questioning techniques; Didactic techniques.

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