From inquiry to insight: analysing lower and upper secondary students’ questioning in geoscience education

Background In recent decades, a transformative shift in (geo)science education has emphasised the redefining of teaching and learning objectives to enhance students’ comprehension of scientific concepts, inquiry into real-world phenomena, and critical reasoning skills. The shift has emphasised student questioning as a key driver of meaningful learning and effective teaching. The analyses of student-generated questions (SGQs) remain underused and under-researched, despite their educational potential, particularly in discipline-specific contexts such as geology.Purpose This study explored how the type of geological map and the educational level influence the number and focus of SGQs. It aimed to extend the current understanding of SGQs in geoscience education and inform more effective inquiry-based teaching strategies.Sample The study involved 206 Czech students from lower- and upper-secondary school levels (15–19 years old).Design and Methods Students were presented with two geological maps: one aligned with the school curriculum and another based on a real-life context. They were asked to generate questions in response to each map. The SGQs were analysed and categorized to identify patterns in the type of question and focus across map types and educational levels.Results The students generated a wide range of SGQs, mainly concerning map visualisation, data interpretation, and geological content. Younger students focused more on visual and descriptive aspects, while older students posed more conceptual and content-related questions. The curriculum-based map prompted more procedural and conceptual questions, whereas the real-life context map elicited more inquiries about data and visualisation.Conclusion The study highlights the impact of both stimulus type and student level on SGQs. It underscores the need for targeted pedagogical strategies to foster student questioning and promote inquiry-based learning in (geo)science. Integrating SGQs more intentionally into teaching can support students’ scientific thinking and deepen their understanding of (geological) concepts.