Verbal questioning is a technique used by teachers in the teaching and learning process. Research in Malaysia related to teachers' questioning in the chemistry teaching and learning process is more focused on the level of the questions asked rather than the content to ensure that students understand. Thus, the research discussed in this paper is intended to explore in-depth the types of questions posed by teachers when teaching electrochemistry. This topic was chosen as it is categorized as a difficult topic by both students and teachers. This research employed qualitative techniques in exploring teachers' verbal questioning during the teaching process. Participants included five teachers teaching Chemistry Form 4 (Grade 10). The data were collected through non-participant observations and verbatim recordings during the teaching and learning process. The findings indicate that the types of teachers' verbal questions when teaching electrochemistry can be categorized in two main areas: content and management questions. Content questions could be sub-divided into five sub-categories: linking questions, questions based on process, comparison questions, questions based on students' observations, and questions based on terminology. As for the management questions, they consisted of four sub-categories: questions for probing, monitoring, and motivation as well as bilingual questions. The data analysis also showed that the content and management questions are complementary as both types are needed in the verbal questioning process during the teaching and learning of electrochemistry.

Wait time is one of the elements recognized as being able to enhance thinking skills in the verbal questioning process. However, there is a need to focus on and evaluate how it is practiced in the teaching process. Results showed two types of wait time, which the authors named, wait time I and II. This paper discusses part of a larger study conducted to expose the wait time practices of three chemistry teachers' verbal questioning process during the teaching of electrochemistry in the classroom. Data was collected through observation and in-depth interviews. Result showed that wait time type I occurred in two phases. Phase I occurred between teachers' questions and teachers' reactions, and Phase II occurred between teachers' actions and students' responses. The time ranges for both phases were quite long. Wait time II was very short, since teachers would immediately give feedback to the tudents. It was found that teachers were not keen on allocating wait time due to the lack of cooperation from students, and the teachers usually ended up simply giving the answers to the questions.