Investigation of a primary teacher's questioning in the context of epistemological beliefs

In this study, the questioning of a primary school teacher were examined. The questioning between the Turkish, mathematics and science subjects taught by the teacher were also compared. In the study, the epistemological belief of the teacher was also determined and the questioning were examined in the context of their epistemological beliefs. The research method was determined as a typical case study from qualitative research methods. The participant teacher in the research is a 4th grade teacher. The data in this study were obtained through observation and interview. The type of questions used by the teacher in the lesson and teacher's reactions to the students' answers were determined by observation. It has been revealed that the teacher's epistemological beliefs are predominantly at the transition level. While it was observed that more information/data questions were asked in the mathematics lesson, a more balanced distribution was observed in the question types in the science and Turkish lessons. The teacher's reactions to students are compatible with their epistemological beliefs. When the distribution of students' right to answer is examined, it was found that the students who actively participated in the course and those who did not participate in the course remained the same in all courses. It was also seen that the findings regarding the distribution of right to answer in the classroom were compatible with the epistemological belief. However, it has been observed that classroom management is an important variable affecting the questioning processes.