• Journal of Korean Elementary Science Education
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• v.31 no.1
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• pp.57-70
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• 2012

We investigated the perception and preferred type of question and analyzed type of questions asked by teachers in elementary science class to identify how teachers' perception of questioning is reflected in teaching practices. We collected the data from questionnaires, deep-interview and audiotaped four classes from grade 3 and six classes from grade 6. The data form deep-interview were analyzed interpretively and Blosser' framework of question was used to analyze questions which teachers used in classes. By interpretation of data from questionnaires, the teachers agreed that questioning affects science class in elementary school. There were a little differences in perceptions of questioning among three teachers. They preferred various types of question rather than a specific type. They didn't have a good understanding of questioning. The result showed that the teachers used frequently cognitive-memory question and convergent thinking question, which belonged to closed questions in their science classes. This didn't accord with their preferred types of question. The causes came from objectives of science instruction, degree of understanding about questioning, preference and confidence for science class. From this findings, we suggested that teachers should be given opportunities to take training courses in questioning in order to use effective questioning in science class.

• The Journal of the Korea Contents Association
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• v.6 no.3
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• pp.12-19
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• 2006

In this paper, we describe a deep analysis of question for question answering system. It is difficult to offer the correct answer because general question answering systems do not analyze the semantic of user's natural language question. We analyze user's question semantically and extract semantic features using the semantic feature extraction grammar and characteristics of natural language question. They are represented as semantic features and grammatical morphemes that consider semantic and syntactic structure of user's questions. We evaluated our approach using 100 questions whose answer type is a person in the web. We showed that a deep analysis of questions which are comparatively short but enough to mean can analysis the user's intention and extract semantic features.

• The Journal of the Korea Contents Association
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• v.11 no.2
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• pp.13-21
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• 2011

It is not easy to develop the system as the subjective-type evaluation has the difficulty in natural language processing. This thesis designs and implements the automatic evaluation system with natural language processing technique. To solve the degradation of general evaluation system, we define the question type and improve the performance of evaluation through the adaptive process for each question type. To evaluate the system, we analyze the correlation between human evaluation and term-based evaluation, and between human evaluation and this system evaluation. We got the better result than term-based evaluation. It needs to expand the question type and improve the adaptive processing technique for each type.

• Communications of Mathematical Education
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• v.28 no.4
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• pp.553-571
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• 2014

Mathematical process is an issue in current mathematics education. In this paper discuss how to assess the mathematical process using essay type questions. For this we first suggest the concept of Mathematical Process Oriented Question which is an essay type question and possible to assess mathematical processes, that is, the mathematical communication, reasoning, and problem solving as well as mathematics knowledge. And we develop a framework for developing the mathematical process oriented question and rubric, examples of assessment standards and those questions containing rubric for assessing mathematical processes. The results of this paper can serve as basic data and examples for follow up research about mathematical process assessment.

• Proceedings of the Korea Contents Association Conference
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• 2004.11a
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• pp.476-482
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• 2004

Question-Answering (QA) system has to analyze user's intention correctly to respond correct answer for user's question., This paper proposes a focus-word-based question analysis approach for Korean QA system to analyze user's intention correctly. focus-word is a clue-word which selects question type. The question type is determined to one in 75 subcategories using semantics of focus-words. the proposed system accomplished 97.18% accuracy for the main category and 95.31% accuracy for the subcategory in the question classification.

• The Korean Journal of Community Living Science
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• v.17 no.3
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• pp.3-14
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• 2006

The purpose of this study was to investigate the relationship between conversational function and question type in mothers' utterances and their infant's language development. The subjects were 20 infants from 1;07 to 1;11 years of age in Yanji, China. Each child's spontaneous natural speech during interaction with his/her mother was videotaped for about 30 minutes. The children and their mother's spontaneous utterances were transcribed and coded for the number of type and token of word, grammatical morpheme conversational function and type of question in mother's language input to her child. The result showed that mothers used questions as the most frequent conversational function with their infants. The number of questions in conversational function in mothers' utterances positively correlated with the type of word, type of morpheme and grammatical morpheme in infants' utterance. However, there was no correlation between mothers' language input and infant early language development.

• Journal of Environmental Science International
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• v.6 no.3
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• pp.213-218
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• 1997

The question style In high school enoronmental science textbook was examined in terms of the placement, frequency, and type of question, and then analyzed the kind of scientific Inquiry process elicited by the question In the topic of textbook using the Tektbook guestioning Strategy Assessment Instrument (TQSAI). The average number of question per topic was only 0.6. The number of all Question In the high school enororunental science textbook was very little : the number of non-experiential Question was 8 and that of experiential one was 3. The total number of sentence was 1,236 and the ratio of the number of Question to that of sentence was 0.9% . The frequency of non-experlential question was higher than that of experiential one. In action part of the textbook, there were more kinds of Question styles than In the matin part.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.149-160
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• 2007

This study was conducted to investigate the relationships between the patterns of elementary school teachers' explanations and the patterns of students' questions types on scientific phenomena. for the purposes of this study, we collected questions related to scientific phenomena from 255 $3rd{\sim}6th$ students in 2 elementary schools. Classifying the students' questions collected, 20 representative questions for each type were selected. Data regarding teachers' scientific explanation from 62 teachers of 3 elementary schools were also collected. The results of the analysis of the questions for each science field show that the students in the 3rd, 4th, and 5th grades have the most questions regarding biology, and those in the 6th grade have more questions regarding earth science. Regarding question types, object exploration questions and explican exploration questions formed the majority. Moreover, the higher the students' grades, a decrease in the number of conjectural questions and an increase in the number of causal questions were observed. As a result of the analysis of the teachers' explanation, the following explanation types could be discerned; conjecture, hypothesis, prediction, teleological explanation, information given to feed exploration questions, as well as verification and information supply fer verification purposes. There were 4 kinds of relationships between question types and explanation types. One was the explanation fitting to each question type, a second was the explanation with additional content than the question required, a third was where the explanation was inappropriate to the question, and a forth was where the teacher responded that they "don't know." This study, investigating the relationships between questioning as a scientific inquiry process and explanation, will help to promote discussion regarding science classes in elementary school.

• Journal of the Chungcheong Mathematical Society
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• v.27 no.1
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• pp.35-37
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• 2014

We examine a question raised in [1] regarding existence and uniqueness of the steady-state solution of certain type of Kolmogorov forward equation in this paper, and prove that the question holds for $S^1$ by giving an explicit solution.

• Honam Mathematical Journal
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• v.35 no.4
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• pp.679-681
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• 2013

In this paper, we raise a question regarding existence and uniqueness of the steady-state solution of a type of Kolmogorov forward equation. We prove that the question has a positive answer for trivial vector fields, and also provide examples which show that the compactness assumption is necessary.