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http://dx.doi.org/10.15267/keses.2014.33.4.700

The Effect of Question-Generating Strategy for Science Inquiry Instruction in Elementary Science Class  

Kim, Hye Ran (Hyodong Elementary School)
Choi, Sun Young (Gyeongin National University of Education)
Lee, Kil Jae (Korea National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.33, no.4, 2014 , pp. 700-709 More about this Journal
Abstract
The purpose of this study was to examine the effects of question-generating strategy on science academic achievement, scientific attitude in elementary science class. To examine the effects of question-generating strategy this learning materials were applied to elementary science curriculum, and an experimental group and a control group were selected from $5^{th}$ graders at H elementary school located in Gyeonggi-do. Students were taught for 6 weeks. Control group take traditional lessons and solve questions presented textbook. Question generated group generate questions, solve them and feed back by themselves. The results of this study were found statistically significant difference in the pupil's enhancement of the science academic achievement, scientific attitude (p<.05). Thus question-generating strategy for elementary science inquiry instruction that has a positive effect on interests in class is useful and better be widely applied to science education.
Keywords
question-generating strategy; elementary science class; achievement; scientific attitude; science inquiry instruction;
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