• 한국초등과학교육학회지:초등과학교육
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• 제25권2호
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• pp.109-117
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• 2006

The purpose of this study was to examine the questioning styles of $3rd{\sim}6th$ elementary science textbooks in terms of frequency, type, and placement of questions. This paper also sought to analyse and compare the kinds of scientific inquiry processes elicited by the questions in the content domains of textbooks. The instrument used was the Textbook Questioning Strategies Assessment Instrument (TQSAI). The average number of questions per book was 129 and the ratio of questions to sentences was 31.9%. The results were summarized as followings. First, many science textbook questions were used for the purposes of explanation or identifying levels of teaming. Second, process skills were located in each content domain, although it was not affected meaningfully. Third, the number of text question was below 3 in each elementary science class. Therefore, an effective questioning development framework is clearly needed for elementary science instruction.

• 한국환경과학회지
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• 제6권2호
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• pp.107-112
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• 1997

The purpose of this study was to examine the questioning styles in middle school environmentology textbook In terms of frequency, type, and placement of questions. It was also to analyse and to compare the kinds of scientific inquiry processes elicited by the questions in the topics of textbooks. The instrument was the Textbook Questing Strategies Assessment Instrument (TQSAI) developed the Cooperative Teacher Preparation Project, University of California. The average number of Questions per topic was only 1.09 and the ratio of questions to sentences was 2.5%. Most of questions were in explanatory place(75%). Nearly 90% of experienced questions types were reasoning or application. The frequencies of non-experiential question were higher than those of experiential question. In action, there were much kinds of question-styles.

• 대한화학회지
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• 제55권1호
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• pp.124-131
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• 2011

본 연구는 중학교 과학 교과서 17종을 대상으로 화학 단원 본문 내용 중에 제시된 질문에 대한 방략을 빈도, 양식, 위치 등에 따라 비교 분석한 연구이다. 조사 도구는 캘리포니아 대학에서 1975년 협동적 교사 준비 프로젝트의 일환으로 개발된 교과서 질문 방략 평가도구(Text Questioning Strategies Assesment Ins-trument: TQSAI)를 사용하였다. 연구 결과 전체 문장 중에서 질문이 함유된 문장의 수(Q/S)는 6.8%에서 19.7%로 평균 13.6%로 나타났다. 다양한 질문이 후반부보다 제목과 본문 내용의 전 중반부 단계에 주로 설정되어 있었다. 탐구 과정 유형에 있어서는 이해하기에 해당하는 질문이 가장 많았고, 질문의 형태에 있어서는 초점적 질문이 가장 많았다. 질문을 경험의 유무를 기준으로 분류할 때 경험적 질문과 비경험적 질문이 각각 54.2%와 45.8%로 경험적 질문이 다소 많았다.