El diseño de preguntas investigables en el ciclo superior de primaria

Designing research question has been identified as a main skill in teaching and learning science that should be promoted from early age. However, designing research questions is not a common activity in schools and is often considered as an advanced skill for upper-secondary/university students that must be developed in the context of open inquiries. In this paper the evolution of 10-12-year-old students' skill to design research questions has been analysed in three key moments of a model-based inquiry teaching and learning sequence. The analysis of students' designed questions show that they can design and improve iteratively research questions if they have appropriate scaffoldings to do it. Additionally, results allowed us to design an empirical learning progression for primary school students where some stepping stones have been identified.