• Title/Summary/Keyword: 발문

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Study of Types of Questions Presented in Software and Robot Units of 2015 Revised Elementary School Practical Curriculum and Development of CT Trigger Questioning (2015 개정 교육과정 초등 실과 교과서 소프트웨어와 로봇 단원 발문 분석 및 CT마중발문 개발)

  • OH, Jeongcheol;Jin, Yeongji;Kim, Bongchul;Kim, Jonghoon
    • Journal of The Korean Association of Information Education
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    • v.24 no.3
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    • pp.215-223
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    • 2020
  • The results of the analysis of the 523 questions presented in the six textbooks and SW and robot units in the Blosser four-step classification categories are as follows. First, in the software unit, the analysis results showed that 77.1% were closed questions and 22.9% were open questions. Second, in the robot unit, the analysis results showed that 74.8% were closed questions and 25.2% were open questions. The CT Trigger Question was developed to overcome the limitations of the textbook questions, which were mainly closed questions, and to directly or indirectly induce computational thinking that teachers can utilize according to their educational content and activities.

수학적 창의성 신장을 위한 교사의 발문 특성 연구

  • Han, Jeong-Min;Park, Man-Gu
    • Proceedings of the Korea Society of Elementary Mathematics Education
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    • 2010.08a
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    • pp.219-235
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    • 2010
  • 학습자들이 미래 사회에 능동적으로 대처하기 위해서는 기존의 지식을 축적, 활용하는 것뿐만 아니라, 새로운 행동 양식을 개발하고 환경의 변화에 적절히 대응해 나갈 수 있는 능동적인 자세와 상응하는 창의적인 힘을 키우기 위해 '창의성 신장'이 강조되고 있다. 선행연구에 따르면 교사의 발문이 학생의 수학 학업성취도, 수학적 사고력향상, 수학에 대한 관심과 흥미에 긍정적인 영향을 주고 있음을 시사하고 있지만, 수학교육에서 창의성 신장을 위한 교사의 발문에 관련한 구체적인 연구는 미흡한 실정이다. 따라서 2007 개정 교육과정에서 강조하는 수학적 의사소통능력과 창의성, 수학적 사고력 신장에 기여하고 학생들의 수학과 학업성취도 뿐만 아니라 정의적 영역(흥미, 태도, 호기심 등)의 향상을 도모할 수 있는 교사 발문의 특성 연구가 필요하다. 본 연구는 도형영역 수업에서 교사의 발문 특성을 분석하고, 수업에서 사용되는 자료와 수업에서 학생들의 수학적 창의성 신장을 효과적으로 도울 수 있는 교사 발문의 특성을 연구하는 것을 목적으로 하였다. 본 연구를 위하여 우리나라 2007개정 교육과정 수학과 4학년 1학기 도형 영역 관련 단원인 삼각형을 주제로 교과서에서 제시한 발문 내용을 분석하고, 실제 교수-학습 과정에서의 교사 발문의 실태를 알아보고자 제주교육인터넷방송국에 탑재되어 있는 7차 교육과정 4학년 1학기, 2학기 도형 관련 3개의 수업을 관찰 및 분석하였다. 이를 통해 수학적 창의성 신장을 위한 교사 발문의 특성을 수학적 창의성의 하위요소별로 나누어 분석하였다. 학생의 창의성 신장을 위해서 교사는 학생들이 다양하게 사고할 수 있도록 자극할 수 있는 발문을 준비하고, 수업 진행시 하나의 발문에 대해 다수의 반응을 유도하고, 학생의 응답에 대해 단순한 '맞다, 틀리다'의 판단을 내리기 보다는 그 근거를 설명할 수 있는 기회를 마련해 주어 학생이 수학 수업에 흥미를 갖고 스스로 참여할 수 있도록 유도해야 함을 제안하였다.

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The Comparative Study of Questioning Type on the Grade 3 and 4 Science Textbook in Elementary School between the 2009 Curriculum and the Revised 2015 Curriculum (2009와 2015 개정 교육과정의 초등학교 3, 4학년 과학 교과서 발문유형 비교 연구)

  • Kim, Ju-A;Kim, Yong-Gwon
    • Journal of the Korean Society of Earth Science Education
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    • v.11 no.2
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    • pp.116-124
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    • 2018
  • The purpose of this study is to provide basic data that can be appropriately used for teaching and learning activities by comparing questions presented in the 2009 curriculum elementary science textbooks and questions presented in the elementary science textbooks of the 2015 revised curriculum, I would like to suggest some implications that may help. Therefore, questioning types of elementary science textbooks in 2009 curriculum and 2015 revised curriculum were compared and analyzed. First, in the present curriculum, it is necessary to increase the percentage of applied question as it aims to cultivate creative and convergent talent. Second, the increase in the percentage of open-ended questions that provide an opportunity for learners to think freely is a desirable change. Finally, it is necessary to increase importance of the question that can be applied to content learned and can be thought of as diffusive and evaluative.

An analysis of types and functions of questions presented in data and chance area of elementary school mathematics textbooks (초등수학 교과서의 자료와 가능성 영역에 제시된 발문의 유형과 기능 분석)

  • Do, Joowon
    • The Mathematical Education
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    • v.60 no.3
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    • pp.265-279
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    • 2021
  • In this study, by analyzing of types and functions of questions presented in Data and Chance area of the mathematics textbooks for grades 1-6 of the 2015 revised curriculum, the characteristics of the questions presented in the textbook were identified, and implications for teaching and learning related to the questions in this textbook were obtained. Types and functions of the presented questions showed different proportions of appearance according to the grade clusters, and this seems to be related to the learning contents for each grade clusters and the characteristics of grade clusters. In addition, it can be seen that the functions of questions are related to the types of questions. Teachers should have pedagogical content knowledge about Data and Chance area as well as developmental characteristics for each grade clusters. In addition, the teacher should present an suitable question for the level of grade clusters and the nature of the content to be taught so that effective learning can be achieved based on the understanding of the characteristics and functional characteristics of each type of questions. The results of this study can contribute to statistical teaching in a progressive direction by providing a foundation for textbook writing and teaching/learning.

Characteristics of Pre-service Science Teachers' Reflection of Questions Considering the Context of Discourse (담화 맥락을 고려한 예비과학교사의 발문 반성 과정에서 나타나는 특징)

  • Sunghoon, Kim;Yousun, Jeon;Hunsik, Kang;Taehee, Noh
    • Journal of the Korean Chemical Society
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    • v.66 no.6
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    • pp.459-471
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    • 2022
  • The purpose of this study is to develop the workshop to improve teachers' questions considering the context of discourse. Four pre-service science teachers in the fourth grade participated in the study. Pre-service science teachers participated in the workshop. The characteristics of their reflection on the question considering the context of discourse were analyzed. Pre-service science teachers considered the types of questions they learned in the workshop during the reflection. But the affective domains of students were rarely considered. Whether the students respond was considered as an important factor of reflection. The questions were evaluated based on the frequencies. A single question without context was reflected on. Various PCK elements were not considered comprehensively. Based on the results, the practical implications to develop a program for improving teacher expertise related to the questions considering the context of discourse were discussed.

A Study on the gifted classes model using deepening questions (심화 발문을 통한 영재 수업 모델 연구)

  • Bang Seung-Jin;Choi Jung-Oh
    • Communications of Mathematical Education
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    • v.20 no.1 s.25
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    • pp.87-101
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    • 2006
  • Gifted students in elementary, middle and high schools require a specialized curriculum to foster their mathematically gifted natures. Questions that stimulate the teacher's intellectual curiosity, student reactions and methods pertaining to content organization and problem formation are the main foci.

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A Questioning Role of Teachers to Formal Justification Process in Generalization of a Pattern Task for the Elementary Gifted Class (초등학교 영재학급 학생들의 형식적 정당화를 돕기 위한 교사 발문의 역할)

  • Oh, Se-Youn;Song, Sang Hun
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.1
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    • pp.131-148
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    • 2016
  • Mathematical formal justification may be seen as a bridge towards the proof. By requiring the mathematically gifted students to prove the generalized patterned task rather than the implementation of deductive justification, may present challenges for the students. So the research questions are as follow: (1) What are the difficulties the mathematically gifted elementary students may encounter when formal justification were to be shifted into a generalized form from the given patterned challenges? (2) How should the teacher guide the mathematically gifted elementary students' process of transition to formal justification? The conclusions are as follow: (1) In order to implement a formal justification, the recognition of and attitude to justifying took an imperative role. (2) The students will be able to recall previously learned deductive experiment and the procedural steps of that experiment, if the mathematically gifted students possess adequate amount of attitude previously mentioned as the 'mathematical attitude to justify'. In addition, we developed the process of questioning to guide the elementary gifted students to formal justification.

Comparison of Pre- and In-service Elementary School Teachers' PCK about Questioning in Mathematics Class (수학적 발문에 대한 초등학교 예비교사와 현직교사의 PCK 비교)

  • Cho, Noorieh;Paik, Suckyoon
    • Journal of Elementary Mathematics Education in Korea
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    • v.17 no.1
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    • pp.39-65
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    • 2013
  • This study intended to draw some suggests for the development of mathematics teachers' expertise through the comparison research of pre-service and in-service teachers' PCK about questioning in elementary mathematics class. For this purpose, questionnaire survey was conducted to some pre-service and in-service teachers about the PCK concerning the way how questioning during mathematics class. This survey revealed the following implications. First, from the perspective of mathematics classroom, it is still more important the practical knowledge about how to teach which is evolutionally developed passing through the experience and currier of teaching than theoretical knowledge itself. Comparing the teachers' PCK about the two related knowledge types of mathematics contents, in case of procedural knowledge related PCK it was more asked of teachers' expertise than the case of conceptual knowledge related PCK. Thirdly, in case of learners' incorrect answer, for the desirable teaching it should be a questioning focused on whether there being or not the systematic among the learners' incorrect answer, and in case of appreciating the learners' understanding about the presently taught contents the questioning should be constructed considering the relevant contents early learned.

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An Analysis on the pattern of questioning sentence - A case study for the newly appointed teachers - (수학 수업 발문유형 분석 및 대안 탐색 - 신임 교사 사례 연구 -)

  • Kang, Wan;Chang, Yun-Young;Jeong, Seon-Hye
    • Education of Primary School Mathematics
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    • v.14 no.3
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    • pp.293-302
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    • 2011
  • The objective of this study is to search the recognition of teacher on the pattern and characteristics of the questioning sentence of the newly appointed teachers for the mathematics class through the case study for the 2ndyear teachers. The study participants' class was recorded in video and individual interview was made for 4 times. The pattern of the questioning sentence in the observed class was analyzed using the classification frame with addition of creativity related items to the classification frame suggested by Mogan & Saxton(2006). The questioning sentence and recognition on the mathematics class for the newly appointed teachers were analyzed based on the individual meeting and class materials. In result, the questioning sentence for confirmation was most frequent (69%) and questioning sentence of understanding (25%) and the questioning sentence for introspection (6%) in its priority. It was known that the questioning sentence for extending the creativity didn't make it at all. It was revealed that the participant teachers in this study used the questioning sentence pattern for fact confirmation of the student most frequently and the use of the questioning sentence for accelerating the creative thinking of the student was lacked. In addition, the teachers recognized that they manage the class oriented to questioning sentence for obtaining the concept. It was known that the education for the questioning sentence which accelerates the creativity and other thinking as well as the fact confirmation pattern is necessary through the training for the new teachers in the future.

The Characteristics of the Questions Presented in Shapes Area and Measurement Area of Elementary Mathematics Textbooks (초등수학 교과서의 도형 및 측정 영역에 제시된 발문의 특성)

  • Do, Joowon
    • Education of Primary School Mathematics
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    • v.25 no.4
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    • pp.313-328
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    • 2022
  • The purpose of this study is to understand the characteristics of the questions presented in shapes area and Measurement area of elementary mathematics textbooks. For this purpose, the types of questions presented in shapes area and measurement area of elementary mathematics textbooks and their working functions were comparatively analyzed by area and by grade cluster. As a result of the analysis, the number of questions per lesson increased sharply in the 3rd and 4th grade cluster compared to the 1st and 2nd grade cluster in both shapes area and measurement area. In these two areas, the most common reasoning questions are presented. It is presented relatively more in measurement area than in shapes area. There was a clear difference between the types of questions presented in shapes area and measurement area. In common with the two areas, questions mainly were acted as a function to help students learn to reason mathematically, a function to help students to determine whether something is mathematically correct, and a function to help students learn to conjecture, invent, and solve problem. The characteristics of the questions identified in this study can provide teaching/learning implications for the design and application of the questions suitable for the guidance of shapes area and measurement area, and can be used as a reference material when writing mathematics textbooks.