Abstract
This work deals with the questions of pupils at the first level of elementary school. The aim of this text is to theoretically analyse some questions of pupils observed during the lessons and to categorise them according to their frequency of occurrence and to assign them to a specific typology defined by the theoretical pedagogy. Some previous research on pupils' questions showed that most students ask merely general questions of organisational character, which is what we aim to explore in this paper. These general questions also play a role during the class but they do not reflect the current scenario of learning activities with pupils. In the last part of this paper, we provide a basis for new proposals that could help intensifying pupils’ questions during the courses and to contribute to their better use and work with them in class.
 
 Keywords: Pupil questions, types of pupil questions, frequency of occurrence, relationship of pupils’ questions to learning goals and learning tasks.
Highlights
The questions asked by pupils form part of the pedagogical communication
The whole text is focused on the pedagogical research of pupils’ questions that occur at primary school level
This paper explored all types of pupils' questions that are available at the moment in the professional literature and that have been identified in the results of existing pedagogical research
Summary
The questions asked by pupils form part of the pedagogical communication. Hitherto, research that deals with the questions of pupils has not given the deserved attention to this area of communication. Finn and Cox (1992) confirmed the link between participation and school results in their research, and demonstrated that the level of pupils participation in lower-school education is what predicts later success or failure in school This does not mean that any communication between the teacher and the pupils is seen as valuable. Scott, Ametller, Mortimer & Emberton (2010) argue that classroom communication is interactive if it takes the form of a teacher–pupil conversation (while uninterrupted teacher’s monologue is not interactive). It is considered a dialogue-based interaction only when the class’s scenario is open to ideas coming from the pupils. It is important to get pupils’ attention and the right degree of motivation in teaching
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