This paper describes the development of children's ability to pose and answer questions and discusses the teacher's role in enhancing these problem-solving skills. Several chapters review theoretical and empirical work related to these issues: models of man, general intellectual development, the mother's role in children's intellectual development and questioning and answering abilities, and the effect of social class on intellectual development. Research and theory related specifically to the development of questioning skills are discussed. Later chapters describe a variety of investigations of questioning and answering abilities of 8- through 10-year-old children carried out in several schools in Australia. Procedures, materials and results are reported in detail. Suggestions are made for classroom applications of information based on the results of these and other studies. A specific example of enhancing questioning skills is presented. Final chapters discuss the importance of inservice teacher training to provide teachers with the interest, information and skills necessary both to carry out teacher-based action research in their classrooms and to utilize the results of such studies in their everyday teaching techniques. (BD)