Questioning scientific school in biology classes: contributions to the discussion on the skills of scientific thinking from a case study

Abstract

Develop good questions in science lessons to promote students competencies of scientific thought (CPC) is a necessary and undisputed knowledge among teachers. However, this claim is not always a reality. In particular, for the teaching of experimental subjects you have relevant impacts, since a good question is in the draft of the creative process of science and can promote mental processes of higher-order, expanding limits of freedom for the resolution of such questions in the student body. This study is based on the difficulties identified by the own Faculty of biology, to create, use and intencionar in their classes questions to promote scientific thinking in students (Zohar, 2006).