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http://dx.doi.org/10.15267/keses.2017.36.4.331

The Analysis of Students' Pre-inquire related to Elementary Science Curriculum Contents  

Kang, Hountae (Gochon Elementary School)
Noh, Sukgoo (Gyeongin National University of Education)
Publication Information
Journal of Korean Elementary Science Education / v.36, no.4, 2017 , pp. 331-345 More about this Journal
Abstract
The purpose of this study is to collect and analyze the student's pre-inquire and to obtain information on how to use the teaching-learning process. The specific research problem is to confirm the level of the student's pre-inquire, to identify the characteristics of each type, and to check what pre-inquire can be used in the teaching-learning process. The research was conducted on 149 children in the $3^{rd}$ and $4^{th}$ grade of elementary school, and collected a total of 2,034 inquires. As a result of analyzing three times, the students' pre-inquires accounted for 90% of Level 2 and Level 3, which are the inquires that give meaningful answers in the teaching-learning process. These results show that the pre-inquires presented before the students take up the new lesson are not low-level inquires and they can present meaningful inquires that can be used for teaching-learning. Next, as a result of analyzing the student's inquire by type, the factual question was the largest with 50%, followed by comprehension question, procedural question, application question, and prediction question. The factual and procedural questions showed that they could be used as learning activities during the teaching-learning process. Comprehension questions included in the wonderment question can be used as a learning question. And the application question is a question that can be applied to deepening activities, and the prediction question can be used in the inquiry and experiment process of learning activities.
Keywords
student's pre-inquire; question level; question type; science teaching-learning process;
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Times Cited By KSCI : 4  (Citation Analysis)
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