Rosalynde Welch and Nathan Oman describe how the Church of Jesus Christ of Latter-day Saints has deployed conscience. Distinguished from many Protestant accounts of conscience, the church’s account does not focus on conscience as choosing by the self. Instead, it relies on externally provided, yet personally received revelation – whether available to all (“light of Christ”) or more exclusive (“gift of the Holy Ghost”). Though the church values personal revelation, interpretations and decisions by the church hierarchy prevails over conscientiously held beliefs of church members. Dissent is not unheard of in the church. For most of the nineteenth century, the church did not obey the anti-polygamy laws passed by Congress. Some resistance used language of conscience, while others identified outside forces – revelation, oracles, religious persecution, or the Constitution (which the church thought superior to mere laws) – as reasons to resist the federal government. Recently, in the case of Bishop v. Amos, the church based its liberty claim on its interest in running its own affairs. Regardless, the church generally has prized fealty to law over idiosyncratic conscientious resistance.

Students’ questions play an important role in meaningful learning and scientific inquiry. They are a potential resource for both teaching and learning science. Despite the capacity of students’ questions for enhancing learning, much of this potential still remains untapped. The purpose of this chapter, therefore, is to examine and review the existing research on students’ questions and to explore ways of advancing future work into this area. The chapter begins by highlighting the importance and role of students’ questions and the ways in which they have been categorized to argue that there are limitations to each of these. It then seeks to show, drawing on sets of classroom videos, that a schema based on the epistemic function of the question for constructing knowledge would suggest that there are really three categories of question – ontic questions, causal questions, and epistemic questions. The chapter then explores which programs of research offer promise for helping teachers to scaffold students at producing epistemic and better questions.