The purpose of this study was to examine the questioning styles of $3rd{sim}6th$ elementary science textbooks in terms of frequency, type, and placement of questions. This paper also sought to analyse and compare the kinds of scientific inquiry processes elicited by the questions in the content domains of textbooks. The instrument used was the Textbook Questioning Strategies Assessment Instrument (TQSAI). The average number of questions per book was 129 and the ratio of questions to sentences was 31.9%. The results were summarized as followings. First, many science textbook questions were used for the purposes of explanation or identifying levels of teaming. Second, process skills were located in each content domain, although it was not affected meaningfully. Third, the number of text question was below 3 in each elementary science class. Therefore, an effective questioning development framework is clearly needed for elementary science instruction.