Commentary for Part I: Educating Students for Good Questioning in Science/STEM

This chapter serves as a commentary for the chapters in Part I of the book. A common thread across the three chapters in Part I is the practice of good questioning in science/STEM. This commentary explains how questioning is an epistemic practice and makes a distinction between asking question and good questioning. It makes an argument for why we should educate students for good questioning in science/STEM, summarizes what the three chapters inform us about questions and questioning at three different grade levels, and highlights potential directions for future inquiry into good questioning.