Questions drive learning. How we ask questions of students can impact their responses. This idea is at the core of a teaching method called the "Question Formulation Technique." The Question Formulation Technique was created by Dan Rothstein and Luz Santana, co-founders of the Right Question Institute (https://rightquestion.org/what-is-the-qft/). For this presentation, we share our own experiences with using the QFT, reflect on successes and challenges, and offer some practice with a teaching technique that centers students' questions.

In essence, the QFT involves a few basic steps. There is an initial prompt (e.g., a statement or an image) that participants should use to generate as many questions as possible. A moderator must record every question, with no judgment. Next, participants will analyze the list of questions to identify closed- and open-ended questions and discuss implications of the two types. Lastly, the group will prioritize questions for their particular context or use. Through these steps, questions invite a means of gaining new insights on content or issues.

We have brought QFT into our classrooms in multiple ways. First, students in a large enrollment physical geology course (n = 310) reflected on how geoscientists should ethically respond when geological collections originate from Indigenous lands but lack documentation or consultation. Second, students in a separate historical geology course (n = 32) used QFT to identify and explore questions related to the portrayal of dinosaurs like T. Rex. Third, preservice teachers (n = 24) in an integrated science course experienced the QFT when investigating maps or graphical data. Finally, members of a research lab group used QFT to articulate questions for a research study on students' experiences in introductory geology courses. Across these contexts, the QFT empowers curiosity and promotes the adage that, "there is no such thing as a stupid question."