Children are naturally curious about the world we live in and are eager to ask questions to develop their understanding. Children should have the opportunity to explore and discover new ideas on their own. (Beckley et al, 2009, p. 196) The National Curriculum states that science should be taught in a way that develops the skills, attitudes and ways of working that express their scientific values ​​by being curious, using their imagination, raising questions, working collaboratively and carrying out practical investigations. (https://www.gov.uk/government/collections/national-curriculum, accessed 13.05.2014)Having children raise scientific questions allows them to develop valuable problem-solving skills. Teachers should aim to use children's questions as often as possible, with questioning as a process skill playing an important role in the scientific process. (Haigh, 2010, p. 76) When children are able to ask questions and investigate the answers, they feel responsible for their own learning and can feel extremely motivated to learn. However, it is important not to conduct surveys to reinforce existing knowledge, as children will lose interest if they already know the answers. Teachers are also able to assess their existing knowledge as well as their ability to ask questions. (Haigh, 2010, p. 86) Not all questions will have a practical element, but the teacher does not need to answer all questions, group work and other members of the class can be able to answer the question. (Dunne, Peacock, 2012, p. 86) This will develop speaking and listening skills and create discussions that improve their critical thinking skills. Children's questions can be a positive starting point to help teachers place questions in their lesson planning so that children explore misconceptions that 'they could have. (Haigh, 2011, p. 32) Enabling 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 scaffold other children's learning, and by using the KWHL grid they will be able to scaffold children's learning. Teachers can often feel under pressure when children ask questions because they feel like they are expected to know the answers, this can 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 time each week to achieve the learning objective and feel like they do not have enough time to let the children ask questions.