提问是学习过程的主干。其他的策略，如建模和解释，在课堂上是有效的，但质疑是最重要的，因为许多原因。这些原因包括测试学生所学到的东西，他们的经验和知识，在激发学生的思维能力，解决问题，作为一个全体或初学者的经验教训发挥重要的作用。此外，它有助于促进思维，给学生机会去探索，并推测；通过它教师可以检查上面提到的其他策略和提问是补充这些方法可以测试使用这些方法的质量，他们是否是有效的，取得的成果，不。提问是基石，没有它，其他的策略就行不通了。
Questioning is the backbone of the learning process. Other strategies, such as modelling and explaining, are effective inside the classroom, but questioning is the most important for many reasons. These reasons include testing what pupils have learned, their experience and knowledge, playing an important part in stimulating pupils thinking skills, solving problems and being used as a plenary or starter for lessons. Moreover, it helps to promote thinking and give the pupils the chance to explore, and speculate; by it the teachers can examine the other strategies mentioned above and questioning is complementary for these approaches - it can test the quality of using these methods, whether they were effective and achieved the outcomes, or not. Questioning is the cornerstone, without it the other strategies do not work.
首先，提问是一种策略，可以在课堂上进行，原因是巨大的，它取决于老师和他的学生之间的提问和讨论。”提问是教师评价学生理解水平的一种直接途径。（主动提问、讲义（2004））。提问是非常重要的，特别是一般科学教学。通过它促进思维的发生，让所有的学生在课堂上，良好的沟通和互动的群体，使用的热身和反馈的经验教训。对于科学，尤其是因为教学科学依赖于查询，观察和实验，所以提问是一个重要的，学生可以探索，刺激他们的理解。此外，帮助他们进行分析、评价。此外，提问可以让学生尝试解决问题，发现自然现象发生的原因，而且学生可以注意，并给予积极参与的机会。通过科学的提问，学生将是思想家，但另一方面，应集中在促进学生的更高的思维技能的质疑。（主动提问、讲义、（2004））。
Firstly, the questioning is a strategy can be followed in classrooms for enormous reasons it depends on asking questions and discussion between the teacher and his pupils. "Questioning is an immediate way for teacher to assess pupils level of understanding". (Active questioning, handout (2004)).Questioning is very important in teaching generally and for science specially. Through it promoting of thinking can happen, engage all pupils in the class, the good communication and interaction between the groups, using as warm-up and feedback of the lessons. For science, especially because teaching science relies on enquiry, observations and experiments so questioning is an essential in which pupils can explore, stimulate their understanding. In addition, help them to be analytical, evaluative. Besides that questioning allows the pupils to try solving problems and discover why the nature phenomena occurs .Moreover pupils can pay attention and give opportunity for active engagement. Through questioning in science, the pupils will be thinkers, but on the other hand should be concentrated on promoting the higher thinking skills of pupils by questioning. (Active questioning, handout, (2004)).
Secondly, the questioning has different types because this variety comes from the nature of subject that students learn, the stage of pupils, and the efficiency of the teacher himself. Therefore, there are many sorts of questions such as, the conceptual questions concern with ideas, definitions. Take an example, when the teacher asks. what do you call the animals that have feather? The answers should help pupils to formulate or clarify the relevant concepts. The second one is empirical questions this make communications between facts and observations through it pupils can speculate, observe and recall. The third one is value questions concern with the value issue such as questions, which related to health, environment, poverty and education .Another essential point is the dimensions of questions, which related to the type of question. This means the conceptual question may be narrow or broad. (Wragg & Brown (2001)) divides these dimensions into four types, which are:
Narrow - broad
Observation-recall-thought
Confused - clear
Encouraging - threatening
firstly, the narrow-broad dimension that contains open -close questions the closed one require very short and specific answer , the open one allow the chance variety of answers and may be discussion challenge for pupils and extend understanding . (C.Wragg & G.Brown (2001)). However, should be born in mind that the close question not create or promote thinking so teachers should use the posting thinking question or posted question this study encourage the open one ,because it allows the pupils to be creative and promote the higher levels of thinking ."The art of teaching creative thinking is not to profess only the known, but to inspire curiosity and thinking by teasing out new thinking with unexpected questions". (Bartel.M, (2004)). Therefore, the teacher should concentrate on the questions, which promote creative thinking .secondly, the observation -recall-thought dimension. This one is difficult to grasp because it related to children through learning and their growing the difficulty comes when they should link between the fresh observations against the previous experience that they already know. However, the recall of facts can happen without the fresh observations .in this kind of recall the teacher resorts to use it as a starter of the lesson. Whether, thought questions uses to connect the old experience and knowledge to build with the new one. This type of questioning is the most one which used in Egypt .
