Children are naturally curious about the world they live in and are eager to ask questions to develop their understanding. Children should be given the opportunity to explore and discover new ideas for themselves. (Beckley et al, 2009, p. 196) The National Curriculum states that science should be taught in a way that develops skills, attitudes and ways of working that express one's scientific values ​​by being curious, using one's imagination, asking questions, working collaborate and carry out practical investigations. (https://www.gov.uk/government/collections/national-curriculum accessed 13.05.2014) For children, raising questions in science allows them to develop valuable problem-solving skills. Teachers should aim to use children's questions as often as possible, as questioning as a process skill plays an important part of the scientific process. (Haigh, 2010, p. 76) When children are able to ask questions and investigate answers, they feel responsible for their own learning and can feel extremely motivated towards learning. However, it is important not to carry out investigations to reinforce existing knowledge as children will become disengaged if they already know the answers. Teachers are also able to evaluate their existing knowledge and their ability to raise questions. (Haigh, 2010, p. 86) Not all questions will have a practical element, however the teacher does not need to make all the answers, group work and other members of the class may be able to answer the question. (Dunne, Peacock, 2012, p. 86) This will develop speaking and listening skills and create discussions that will improve their critical thinking skills. Children's questions can be a positive starting point to help teachers play...... middle of paper ...questions in lesson planning so that children can explore any misconceptions they may have. (Haigh, 2011, p. 32) Allowing a child-led approach to scientific inquiry in a classroom requires flexibility in planning and carrying out hands-on investigations. It is important to differentiate within the classroom, children are able to support other children's learning, by using the KWHL grid they will be able to support children's learning. Teachers can often feel pressured by children asking questions as they feel they are expected to know the answers, this can have an impact on allowing children to start science lessons with questions. (Ward et al, 2005, p. 46) Time is also a factor, teachers allocate a specific amount of time each week to achieve the learning objective and feel they do not have enough time for children to ask questions.