Abstrakt
The paper presents one of the possible perspectives on what can be called "good" questions in teaching. This perspective view is based on the definition of "good" questions in Sullivan and Lilburn (2010) and extends it to natural sciences and problems based on interdisciplinary relations.
The presented activities are anchored in the Theory of Didactic Situations (Brousseau, 1997) and in Inquiry Based Teaching (e.g. Hodson, 2009 and Chapman, 2010).