Abstract
Good questions as introduced by Sullivan and Lilburn (2010) are one of the tools for creation of an environment supporting discussions among pupils and between pupils and teachers, which are of key importance in constructivist-led teaching. In the paper, authors focus on the process of posing good questions in mathematics and science.
The paper presents a research survey among 44 part-time student teachers at Faculty of Education, Charles University and 33 mathematics and science educators. Analysis of questions posed by this research sample shows that if teachers are to master posing good questions, it is not enough to instruct them on how to do it.
The process must also be supported by participants' own creation of good questions. The paper categorizes mistakes that were typical for the questions posed.