• Journal of The Korean Association For Science Education
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• v.24 no.2
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• pp.277-286
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• 2004

This study investigated the types and frequencies of student-student questioning (SSQ) in a small group activities, 5 in one group or 2 in one group, during school experiments. Five girls of seventh grade were observed during school experiments and interviewed afterward. Between students, information-type questions were asked more frequently than thought-type questions. Most of the information-type questions were procedural ones and most of the thought-type questions were comprehension ones. However, thought-type questions did not make further discussion in the activities. The rate of answers in the case of 2 in one group was higher than that of 5 in one group. Moreover, the similar tendency was found when we investigated the rate of helpful question-answers. In a pair, lower achiever usually asked questions, not answered as much as in 5 in one group, and higher achiever answered. The frequency of SSQ in a pair was relatively low when there was a big difference of science achievements between pair members. In conclusion, information-type questions were asked more frequently than thought-type questions during school experiments and the rate of helpful question-answers was higher when group members was fewer.

• Journal of Science Education
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• v.36 no.2
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• pp.167-185
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• 2012

This study aimed at finding points of improvement in teaching expertise by analyzing the question patterns that appeared during teaching demonstrations which applied science teaching models prepared by a pre-service biology teacher. The question analysis frame for analyzing question types were categorized largely into the question types of Category 1 (questions in cognitive domain, questions with research function, questions in affective domain), Category 2 (repeated questions, questions for narrowing the range, practice questions), and Category 3 (questions on student activity progress, memory questions, and thinking questions). The results of analyzing question patterns from five different science teaching models revealed a high frequency of questions in the fields of cognition and memory. For the circular learning model, questions from the cognitive field appeared the most often, while, student activity progressive questions in particular were used mostly in the 'preliminary concept introduction stage' of the circular learning model and the 'secondary exploratory stage', in which experiments were conducted, and displayed the characteristics of these stages. The discovery learning model combined the courses of observation, measurement, classification and generalization, but, during teaching demonstrations, memory questions turned up the most, while the portion of inquisitive function questions was low. There were many questions from the inquisitive learning model, and, compared to other learning models, many exploratory function questions turned up during the 'experiment planning stage' and 'experiment stage'. Definitional questions and thought questions for the STS learning model turned up more than other learning models. During the change of concept learning model, the five concepts of students were stimulated and the modification of scientific concepts was very much aided by using many memory questions.

• Journal of The Korean Association For Science Education
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• v.12 no.2
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• pp.67-79
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• 1992

학생들은 수업전 그들의 일상적인 경험, 직접적인 관찰, 문화적인 배경으로 인하여 자연 현상에 관하여 과학자가 지니는 과학적 사고(Scientific theories)와는 다른 유년적 사고(Naive theories)을 지니고 있다는 사실이 연구에 의하여 보고되어 왔다. 본 연구는 중력현상에 관한 학생들의 유년적 사고(Naive theories)를 조사한 것이다. 이의 대상은 국민학생 49명, 중학생 53명, 고동학교 49명으로 하였다. 연구 방법으로는 질문지법(Open-ended written questions)과 면접법(Interview)을 이용하였다. 연구 결과는 국민학생에서 고등학생에 이르기까지 중력현상에 관하여 유년적 사고(Naive theories)를 지니고 있는 것으로 밝혀졌다. 중력현상에 관한 유년적 사고(Naive theories)들은 중력 현상이 공기의 유무, 대기압, 마개의 유무, 물의 상태변화, 온도의 영향등으로 지배를 받는다고 설명하였으며, 이러한 생각은 고학년으로 갈수록 줄어들고 있음을 볼 수 있다. 질문지법(Open-ended written question)과 면접법(Interview)의 결과가 매우 일치하는 것으로 밝혀졌다.

• Proceedings of the Korea Water Resources Association Conference
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• 2017.05a
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• pp.106-106
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• 2017

우리나라는 현재 재난의 유형을 자연재난과 사회재난으로 구분하여 관리하고 있다. 하지만 최근 재난 사고 사례를 살펴보면 단일재난으로 인한 피해보다 자연재난이 발생한 이후 사회재난으로 재난이 전파되는 복합재난의 형태가 종종 나타나고 있다. 복합재난은 단일 재난에 의한 피해(인적, 물적) 보다 크게 나타나고 복합재난의 발생원인 및 전파과정을 분석하기 어려워 이에 대한 다각적인 분석과 동시에 재난상호간의 연관성을 도출하는 연구가 필요한 시점이다. 과거 재난사고정보를 분석하는 연구는 일반적인 통계기법을 활용한 분석에 머물러 있으며 수집된 재난사고사례가 많지 않아 분석에 신뢰성을 보장할 수 없었다. 이에 본 연구에서는 복잡하게 나타나는 재난 사고를 분석하기 위하여 최근 각광받고 있는 인공지능 분석기법을 연구에 고려하였다. 본 연구의 과정은, 첫째로 재난사고정보 분석에 인공지능을 활용한 사례를 조사하고 여타 연구분야에서 적용되고 있는 인공지능 분석기술을 재난사고정보 분석에 활용할 수 있는 방안을 모색하였다. 둘째로 수집가능 한 재난사고정보를 수집하고 인공지능 모형에 적용가능 한 형태로 변환하는 과정을 수행하였다. 셋째로 변환된 재난사고정보를 대표적인 인공지능 알고리즘을 활용하여 다양한 질문(목적)에 부합하는 재난사고정보 분석모형을 구축하고자 하였다. 마지막으로 다양한 인공지능 알고리즘을 적용한 모형의 신뢰성을 비교하였으며 이를 통하여 재난사고정보 분석에 적용가능 하며 질문(목적)에 부합하는 최적 인공지능 알고리즘을 도출하고자 하였다.

• Journal of The Korean Association For Science Education
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• v.36 no.3
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• pp.471-483
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• 2016

The purpose of this study is to explore how students' epistemological framing and positional framing affect the role of wonderment questions related to the activation of conceptual resources and to investigate what contexts affect students' framings during scientific model construction. Four students were selected as focus group and they participated in collaborative scientific model construction of mechanisms relating to urination. According to the results, one student whose framings were "understanding phenomena" and "facilitator" asked wonderment questions, but the others whose framings were "classroom game" and "non-respondent" were not able to activate their conceptual resources. However, they were able to activate their conceptual resources when they shared the epistemological framing of "understanding phenomena" and shifted between the positional framings of "facilitator" and "respondent." Although they were able to activate their conceptual resources, these activated resources were not able to contribute to their model when they shifted to the framings of "classroom game" and "receiver." In contrast, when students constantly shared an "understanding phenomena" framing and dynamically shifted between the framings of "facilitator" and "respondent," they were able to activate various conceptual resources and develop their group model. The students' framings were affected by the contexts. These included: when students were confronted with cognitive difficulties and were not provided proper scaffolding; when the teacher played the role of answer provider and guided the activity with correctness; when there were several possible explanatory models that students could choose from; and when the teacher played the role of thought facilitator. This study contributes to supporting teaching and learning environments for productive scientific model construction.

• Journal of the Korean School Mathematics Society
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• v.11 no.2
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• pp.201-219
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• 2008

The purpose of this study was to provide useful information for teachers by analyzing various levels of teacher-student communication in elementary mathematics classes and students' mathematical thinking. This study explored mathematical communication of 3 classrooms with regard to questioning, explaining, and the source of mathematical ideas. This study then probed the characteristics of students' mathematical thinking in different standards of communication. The results showed that the higher levels of teacher-student mathematical communication were found with increased frequency of students' mathematical thinking and type. The classroom that had a higher level of Leacher-student mathematical communication was exhibited a higher level of students' mathematical thinking. This highlights the importance of mathematical communication in mathematics c1asses and the necessity of further developing skills of mathematical communication.

• Journal of The Korean Association For Science Education
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• v.27 no.9
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• pp.930-943
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• 2007

The purpose of this study was to investigate if students may actually experience scientific reasoning based on an epistemology of authentic science during authentic open inquiry. The samples were 86 10th graders in a science-high school in Seoul. The experimental group practiced authentic open inquiry and the control group practiced traditional school science inquiry in five weeks. Then, the questions students asked while performing inquiry tasks were analyzed. The frequency of the questions asked by students was almost same between two groups, however, the types of questions were different. The frequency of thinking questions in experimental group was higher than the control, and the difference was statistically significant (P<.01). Particularly, the frequency of expansive thinking questions and anomaly detection questions was much higher in experimental than the control group. Judging from the result, with the students from the experimental group asking questions reflecting on the epistemology of authentic science such as scientific methods, anomalous data, and uncertainty about reasoning, students may understand authentic science features during the activities of open authentic inquiry. The result from comparing questions according to the inquiry subject showed that more openness caused the higher frequency of anomaly detection questions and strategy questions, but that inductive thinking questions and analogical thinking questions were connected to inquiry subject rather than the openness of the inquiry.

• Venture DIGEST
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• s.109
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• pp.54-55
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• 2007

• Journal of Korean Society of Transportation
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• v.26 no.3
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• pp.211-221
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• 2008

This dissertation studied the psychological cost, which converted the mental pain suffered by the victim of a traffic accident and his/her family, friends and people around him/her into social costs. Three methodologies - Choice Experiments, Direct Question and Dichotomous Choice Question - were used to design questionnaires, and models were built for each questionnaire design method. When building models, a logit model was used, which is used most frequently in probabilistic choice model. And the tobitmodel was used to make direct questionnaires. When verifying these models, although there were some differences in each model, suitability of most models and credibility of each coefficient were meaningful around the credibility level of 95%. According to the analysis, domestic psychological cost produced through the assessment model of psychological cost was 15.63 million won per person or 5.1 trillion in total, assuming 37.1% of total traffic accident cost.

• Journal of the Korean Chemical Society
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• v.51 no.4
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• pp.375-386
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• 2007

The purpose of this study is to investigate the aspects of verbal interactions of teacher?small group students by categorizing those interactions which affect students' thinking thus to improve teacher's interaction. First, verbal interactions of teacher-small group students were divided into two categories ?Behaviors related to problem-solving, and Others. Behaviors related to problem-solving were also classified into two elements?Receiving opinion based on the students' thinking process, and Giving help based on the teacher's thinking process. Receiving opinion consists of agreement, question, correction, objection while giving help consists of information, hint, question, summary, and ask & answer. Most of teacher-small group students' interactions were in the form of teacher's questions and students' answers, and teacher's questions tended to require simple answers rather than answers from deep thought. In addition, there was a tendency that the teacher focused more on her own thinking process than students' and that she interacted with only a couple of students who gave correct answers. As a result, even after teacher's scaffolding, many students were often unable to understand the particular contents. However, through the interactions, the teacher made students to have confidence by restating their opinions and agreeing or praising them. She also created an atmosphere where students can give their opinions freely. From the observation of interactions, we can find that students' thinking process is affected by the characteristics of teacher's interactions such as expression of agreement and encouragement, hint giving rise to thought, interactions based on the students' thinking process, permission of students' activities and questions, allowing time for students' thought, and correction of wrong opinions. At this point, educational implications of teacher-small group students' interactions were drawn.