Abstract
This paper reports a 12-week insider practitioner inquiry in which I implemented a “Wonder Wall” anonymous questioning routine in my Year 9 science classroom in Kerala, India. Drawing on a reflective journal, 287 student questions, and student reflections at Weeks 6 and 12, I developed a five-level taxonomy of student questions and a reflective heuristic I call the Invisible Question Ecology. This heuristic frames psychological safety, epistemic agency, belonging, and visible thinking as an interdependent system that governs whether a question can be risked, recognised, and received. Student reflections revealed a shift from fear of judgment (60% at Week 6) to epistemic agency (79% at Week 12 viewed their own doubts as valid). A reflexivity section examines challenged assumptions. The paper offers a diagnostic taxonomy and a reflective model for practitioners seeking to surface hidden questions in their own classrooms.