This study was conducted to analyze the review questioning styles in terms of frequency, type, and character on summary questions for middle school science textbooks. It was also to analyze and to compare the kinds of scientific processes elicited by the questions in the topics of textbook. The instruments were used with some modified method and program, both the Kinsvatter's method and Bloom's program. An average of total questionings was 238 across 17 types of textbooks, varying from 112 for the textbook with the lowest and 395 with the highest textbooks. The type of low level-convergence was the highest among four categories in the observation system. The type of simple solution was the highest among six categories in the formality system. The type of comprehension was the highest among six categories in the investigation system. The various problem types including puzzle style were distributed throughout all textbooks. However, diversity index and testing for goodness of fit differed significantly among chapters of many textbooks.
Analyzing 17types of textbooks, varrious problems can be presented especially, It is expected, that preference for presentation and writing of elementary school students will be connected to the next level, middle school.