This study is based upon the importance of "research question" which will make activities for science teaching more meaningful. The study involves a discussion of the relation between the "curiosity", "problem" and the "research question". Then, there will be the analysis of how questions in teaching contexts act as triggers in scientific activities. In line with this, the study aims to achieve a transition from questions to research question. The formulation of the research question also enables us to discover the processes to be followed in gaining knowledge. Therefore, this process should always be taken into consideration in science teaching and learning activities.