Abstract
I examine how teachers employ a questioning strategy in supporting Grade 9
learners doing science investigations in South African schools. A particular focus
of this study was how teachers use questioning in contributing towards the autonomy
of these learners. The research adopted a qualitative approach which involved the
collection of data by means of classroom observations and interviews with five
teachers at schools resourced for practical work. The analysis of transcript data
revealed that teachers support learners by asking probing questions at all stages of
the investigation. The teachers used a questioning strategy in enabling the learners
to understand more clearly the question or hypothesis they intended investigating,
to review and reconsider their planning, to rethink some of their actions when
collecting data, to make sense of their data, and to revisit and amend their plan after
generating incorrect findings. The significance of this study, in making explicit teacher
questioning at the stages of the investigation, is that it provides a guideline for
teachers on how to support learners attain greater autonomy in doing science investigations.