Abstract
In the current study, it was aimed to determine the opinions of primary school class teachers about their question asking skill, questioning strategies and the question types they use. The study employed the survey model, one of the qualitative research methods. In line with the purpose of the study, interviews were conducted with 52 primary school class teachers working in state and private schools in the Büyükçekmece district of the city of İstanbul. The data collected with a semi-structured interview form were analyzed by using the descriptive and content analysis methods. According to the results of the study, it was concluded that while determining the purposes of the questions they ask, the primary school class teachers mostly focus on evaluation, that the types of questions they use do not go beyond measuring the information possessed by students, that they think that the main advantage of asking questions is receiving feedbacks, that they think that knowing question asking strategies enables the teacher to improve the quality in education and that they think that the questions asked should be in compliance with the subjects and objectives. In light of these findings, it can be suggested that seminars and in-service training about question asking strategies should be given to teachers.
 
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Highlights
Given that asking question is an essential component of many teaching methods, it is clear that one of the most powerful tools a teacher uses in the learning and teaching process is questions. Aschner (1961) calls the teacher “a professional question maker” and states that asking questions is "one of the main ways that the teacher draws on to encourage students to think and learn".Studies show that teachers ask many planned or spontaneous questions during teaching (Stevens, 1912; Gall, 1970; Wilen, 1987; Wragg, 1997)
As a result of the analysis of the collected data, the following conclusions were reached: While determining the purposes for the questions they would ask, the primary school class teachers were found to focus on evaluating students and drawing students’ attention and interest
In the study conducted by Kılıç and Erkuş (2015), it is stated that class teachers largely used questions for drawing attention and evaluation
Summary
Given that asking question is an essential component of many teaching methods, it is clear that one of the most powerful tools a teacher uses in the learning and teaching process is questions. Aschner (1961) calls the teacher “a professional question maker” and states that asking questions is "one of the main ways that the teacher draws on to encourage students to think and learn".Studies show that teachers ask many planned or spontaneous questions during teaching (Stevens, 1912; Gall, 1970; Wilen, 1987; Wragg, 1997). Aschner (1961) calls the teacher “a professional question maker” and states that asking questions is "one of the main ways that the teacher draws on to encourage students to think and learn". Teachers serve many purposes such as testing student competencies in specific areas, encouraging students to think, engaging students in discussions in a non-threatening manner, developing respect and tolerance in students, and fostering cooperation and responsibility (Wilen, 1987). The questions that can be considered to be of high-quality lead students to critical logical, reflective, metacognitive and creative thinking (Mercan, 2018). It is clear that asking quality questions is important
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