Designing Research Questions with 10-12-Year-Old Students

center dot Designing research question has been identified as a main skill in teaching and learn-ing 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/univer-sity 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 scaffold-ings to do it. Additionally, results allowed us to design an empirical learning progression for primary school students where some stepping stones have been identified.