Browse > Article

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;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 양미경 (1999). 교사의 칠문 특성 및 역할에 대한 비판적 이해. 중원인문논총, 20, 61-79
2 전경원 (2004). 새로운 영재재능교육의 이론과 실제. 서울. 학문사
3 Banks, J. A. (1990). Teaching Strategies for the Social Studiest 4th (Ed). New York: Longman
4 Berliner, D, C. (1987). But do they understand?: In V. Richardson-Kowhler(Ed.), Education's handbook: A research perspectives. New York: Longrmn
5 Blosser, P. E. (2000). Asking the right questions. Arlin on, Virginia: NSTA press. Borland, J. H. (1989). Planr ing and implementing programs for the gifted. New York: Teachers College Press, Columbia University
6 Brophy, J. & Good, T .L. (1986). Teacher behavior and student achievement. In M.C. Witrrcck(Ed.), Handbook of research on teaching. New York: Macmillan. 328-375
7 Cassidy, D. J. (1989). Questioning the young child: Processes and function, Childhood Education, 63(3), 146-149
8 Cliatt, M.J. P., Shaw, J. M. & Sherwood, J. M (1980). Effects of training on the divergent thinking abilities of kindergarten children, Child Development, 51, 1061-1064   DOI   ScienceOn
9 Gallagher, J.J., & Gallagher, S. A. (1994). Teaching the gifted child, Boston: Allyn & Bacon
10 Maker, C. J., & Nielson, A. (1996). Curriculum development and teaching strategies for gifted learners. Austin, TA: Pro-Ed, Inc
11 Renzulli, J. S. (1978). 'What makes giftedness? Reexamining a definition.' Phi Delta Kappan, 60, 180- 184, 261
12 Robinson, H. P. (1977). 'Current myths concerning gifted children.' Gifted and Talentecl Brief 5, 1-11, Verrura, CA: National/State Leadership Training Institute
13 Seo, H-A., Lee, E. A. & Kim, K. H. (2005). Korean science teachers' understanding of creativity in gifted education. Journal of Secondary Gifted Education, 14(2-3), 98-105
14 Sternberg, R. J. (1981). A Componential theory of intellectual giftedness. Gifted Child Quarterly, 25, 86-91   DOI
15 McNay, M. (1984). Science: All the wonder things, Childhood Education, 61(5), 375-378
16 Stephanie, S. A, (1982). A study of the relationship between teaching techniques and student's achievement on high cognitive level question-asking skill(Dotoral dissertation, the university of Chicago, 1981). Dissertation Abstracts International, 42
17 Van Tassel-Baska, J. (2003). Curriculum planning & instructional design for gited learners. Denver: Lover Publishing Company
18 Carsen, W. S. (1991). Questioning in the classrooms: A sociolinguistic perspective, Review of Educational Research, 63(3), 157-178
19 Edward, D., & Mlercer, N. (1987), Common Knowledge: TIle development understanding in the classroom. London: New York: Routledge
20 김영채 (1999). 창의적 문제 해결: 창의력의 이론 개발과 수업. 서울: 교육과학사
21 박철웅 (2004). 지리교사의 발문 실태와 효율적 발문 전략에 관한 연구. 한국지리환경교육학회지, 12(1), 149-168
22 Sanders, N. (1996), Classroom questions: What kinds? New York: Harper and Row
23 박종윤, 정인화, 남정희, 최경희, 최병순 (2001). 중학교 과학 수업에서 질문과 피드백을 활용한 교사-학생 상호작용 강화 수업 전략의 개발 및 적용. 한국과학교육학회, 26(2), 239-245
24 Williams, F. E. (1985). The cognitive-affective interaction rnxlel for enriching gifted programs. In J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented (,pp. 461-484). Mansfield, CT:Creative Learning Press
25 Dillon, J. T. (1988). Questiouiug and testing : A manual of practice, London: Croom Helm, 45-71
26 Woolever, R. M & Scott, K. P. (1988). Active Learning in Social Studies. Illinois: Scott Foresman & Co
27 Perry. M., VanderStoep, S., & Yu, S. L. (1993). Asking question in first-grade mathematics classes: Potential influences on mathematical thought, Journal of Educational Psychology, 85(1), 31-40   DOI   ScienceOn
28 진영은 (2000). 고등학교 교사들의 수업 중의 질문법에 관한 분석. 인문과학. 30, 81-100
29 Chin, C. (2006). Classroom Interaction in Science: Teacher questioning and feedback to students' responses, International Journal of Science Education, 28(11), 1315-1346   DOI   ScienceOn
30 Stigler, J., Fernander, C., & Yoshida, M (1996). Traditions of school math maries in Japanese and American elementary classrooms. In L.P. Steffe & P. Nesher(Eds), Theories of mathematical learning, Mahwah, NJ: Lawrence Erlbaum Associates, 149-175
31 변홍규(1995). 질문제시의 기법. 서울: 교육과학사
32 Guilford, J. P. (1967). TIle Nature of human intelligence. New York: McGraw-Hill Bock Company
33 최경희, 박종윤, 최병순, 남정희, 최경순, 이기순 (2004). 중학교 과학 수업에서 교사와 학생의 언어적 상호작용 분석. 한국과학교육학회지. 24(6), 1039-1048
34 Tannenbaum, A. (1913). Gifted Children, New York: MacMlillan
35 Hiebert, J. & Wearne, D. (1993). Irstructional tasks, classroom discourse, and student' learning in second-grade arithmetic. American Educational Research Journal, 30(2), 393-425   DOI   ScienceOn
36 Kaplan, S. N. (1986). The Gtid: A model to construct differentiated curriculum for the gifted. In J. S. Renzulli (Ed.), Systems and models for developing programs for the gifted and talented. Mansfield Center, CT: Creative Learning Press
37 Moore, K. D. (2000) Classroom teaching Skills. New York: McGraw-Hill, Inc
38 Wilen, W. W. (1991). Questioning skills for teachers (4th Ed.) Washington, D. C .: National Education Association
39 Martorella, P. H. (1991). Teaching Social Studies in Middle and Secondary Schools. New York: Macmillan co
40 Gall, M. D. (1984). Synthesis of research on teachers' questioning. Educational Leadership, November, 40-47
41 Hyman, R. T. (1987). Discussion strategies and tactics. In W.W.Wilen(Ed.), Question, questioning techniques, and effective teaching, Washington, D.C National Education Association. 23-48
42 Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books
43 Tunstall. P., & Gipjus, C. (1996). 'How does your teacher help you to mak: ypur work better?' Children's understanding of formatse assessment. The Curriculum Journal 7(2), 185-203   DOI   ScienceOn
44 김용국 (1993) 사고력 신장을 위한 발문에 관한 고찰. 초등교육학연구, 1, 23-43
45 임선빈 (1996). 교사의 인지적 발문이 학업성취에 미치는 영향 I. 교육연구, 14, 141-162
46 Starko, A. J. (1995). Creativity in the classssroom; Schools of curious delight. White Plains, New York: Longman. 45p
47 이성호 (1999). 교수방법론. 서울: 학지사
48 Terman, L. M. (1925), Mental and physical traits of a thousand gifted children Stanford, CA: Stanford University Press
49 Black, P., & William, D. (1998). Assessroent and classroom learning. Assessrrerr in education: Principles, policy & protice, 5(1), 7-74
50 Mortimer, E., & Scott, P. (2000), Analysing discourse in the science classroom In R. Miller, J. Leach & J. Osborne (Eds, J, Improving science education : the contribution of research (pp. 126-142). Buckingham: Open University Press
51 Van Tassel-Baska, J. (1992). Planning effective curriculum for gifted learner: Denver, CO: Love Publishing. 89p
52 Tomlinson, C. A. (1999). The differentiated classroom; Responding to the needs of all learners. Alexandria, VA: Association for Supervisioi and Curriculum Development
53 Lang, Q. C., Wong, A. F. L. & Fraser, B. J. (2005). Student perceptions of chemistry laboratory learning environments, student-teacher interactions and attitudes in secondary school gifted education classes in singapore, Research in Science Education, 299- 321
54 박수경 (2005). 과학영재학교 교수활동에 관한 학생 인식 및 과학수업에서 상호작용 유형. 한국지구과학회지, 26(1), 30-40
55 Brown, G. (1975).Microteachiog, Methuen, London
56 Carin, A. A. (1997). Teaching science through discovery(8th Ed). Upper Saddle River: Merill Publishing Company
57 Wubbels, Th. & Leay, Jack. (1993). Do you know what you look like? : ir terpersonal relationships in education. London ; Washingt;n, D.C. : Falmer Press
58 Davis. B. G. (1993). Tools for teaching. San Francisco: Jossey- Bass Inc