摘要：The aims of this study were to: (i) design and implement strategies aiming to promote student questioning in the study of photosynthesis, and (ii) identify the strategies that lead to the formulation of a higher number of high level cognitive questions. A qualitative approach was adopted involving participant observation and collection of students’ written questions. Science-Technology-Society (STS) and practical strategies were conceived and implemented in a 10th grade Biology class. The results show that the students asked mainly low level cognitive questions. The greatest number of questions was raised when the STS strategy was implemented. However, the practical activity originated the greatest number of higher cognitive level questions.
