There are types of questions that incite student curiosity, exploration, discussion, and higher-level thinking. There are also types of questions that invite recall of information. Both types are valuable, but the first type tends to be underused. If you want students to explore, discuss and think, then it’s worthwhile to spend time learning the impacts of types of questions, and planning how to use them effectively. How educators perceive their role is also key to initiating exploration and discussion. This session focuses on two main categories of questions—”broad” and “narrow” questions—also referred to in some education literature as “open-ended” and “closed-ended.” The emphasis is on analyzing the impacts of both kinds of questions on student thinking and behavior, and using this information to help decide how and when to best use them. We will also explore typical roles educators can take when asking and answering questions, and how taking on these roles can either draw out student questions or, in the extreme, shut them down. By participating in this session participants will walk away with student-centered strategies to inspire exploration of the natural world, and encourage talk about science ideas.