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http://dx.doi.org/10.14697/jkase.2018.38.2.235

Development and Application of Student's Pre-question Framework for Analysisin Elementary Science Class  

Kang, Hountae (Gochon Elementary School)
Noh, Sukgoo (Gyeongin National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.38, no.2, 2018 , pp. 235-247 More about this Journal
Abstract
The student's pre-questions (pre-class questions related to the learning contents) not only provide the teacher a gauge of the interest and level of the student, but also provide a useful means of providing clues to proceed with the teaching-learning process. The purpose of this study is to develop an analytical framework for effectively analyzing students' pre-questions and to analyze students' pre-questions related to elementary science learning unit of the 2009 revised curriculum by applying this framework. The developed framework is composed of three major categories: knowledge type, extended type, and curious type, each of which is then subdivided into several sub-categories. Using the developed analysis framework, 914 pre-questions from the students presented in the $5^{th}$ and $6^{th}$ grades of elementary science in the 2009 revised curriculum were analyzed, and the types of questions distributed by grade. The percentage of questions by type was also different. Based on the results of this study, students' needs for learning can be grasped through the pre-questions analysis framework and reflected in the teaching-learning process, and student-centered learning contents and methods could be presented. It is expected to make a meaningful contribution to the analysis framework.
Keywords
Pre-Question; Analysis framework; Students' question analysis; Student-centered learning; Science teaching-learning process;
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