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http://dx.doi.org/10.14697/jkase.2007.27.9.881

The Case Analysis of Teacher's Questioning and Feedback through Vernal Interactions in the Classes of the Gifted in Science  

Jung, Min-Soo (Seoul National University)
Chun, Mi-Ran (Seoul National University)
Chae, Hee-K. (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.27, no.9, 2007 , pp. 881-892 More about this Journal
Abstract
This study is aimed to classify teachers' questions and feedbacks as well as students' responses in term, of type and frequency, and speculate the distinctive features of verbal interactions including teachers' questions and feedbacks performed actively in the classes of the gifted in science. The 24 hours of the classes made for the 8th grade science-gifted students were observed and recorded. In addition, the mutual conversations between the teacher and the students were transcribed and analyzed, and the interviews with the teachers also were made. It is found that the teachers usually use the question methods of memory recollection, perception and memorization, together with an instant feedback method, while the students prefer to respond with rather short answers. The characteristic features of the class by the teachers who lead the active class show that they use the open questions at the beginning, raise the level of the questioning, use the questions 'why and how' frequently, and to ask evaluative questions. Their feedbacks to the students interestingly indicate that they show the students the attitude of accepting and receiving students' replies, invite different responses from other students by reserving instant answers or judgements to the students, and give the students the confidence of solving the next problems, by praising and encouraging them.
Keywords
questioning; feedback; science-gifted class; gifted education; verbal interaction;
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Times Cited By KSCI : 1  (Citation Analysis)
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