• Journal of Korean Elementary Science Education
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• v.31 no.3
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• pp.347-357
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• 2012

The focus of this dissertation is on the comparative Analysis of Questions in the 'Matter Units of Elementary Science Textbook between the 7th Curriculum and the Revised Curriculum Year 2007. The results of the comparative Analysis in the dissertation are as follows: There were more closed questions than open questions in these elementary science textbooks both of the 7th Curriculum and the Revised Curriculum Year 2007. Cognitive-memory questions were the most frequently asked in all grade levels. In the Revised Curriculum Year 2007, Convergent thinking questions presented with higher rate than the 7th Curriculum. Divergent thinking questions and evaluative thinking questions was presented with a relatively lower rate than the 7th Curriculum. Question types were applied based on the characteristics of each unit rather than on children's developmental characteristics.

• Nuclear Engineering and Technology
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• v.53 no.6
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• pp.2046-2055
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• 2021

This paper analyzed the primary concerns about radiation among the Korean public with a big data analysis of questions posted at the section of "Knowledge iN" on the portal site NAVER in Korea from January 2010 to August 2020. First, we extracted questions about radiation and categorized them into the three categories with TF-IDF analysis: "Medical," "Career Counseling," and "General Interest". The "Medical" category includes questions about radiation diagnosis or treatment. The "Career Counseling" category includes questions about entering college and the prospect of finding jobs in radiation-related fields. The "General Interest" category includes questions about terminology and the basic knowledge of radiation or radioisotopes. Second, we extracted common questions for each category. Finally, we analyzed the temporal change in the numbers of questions for each category to confirm whether there is any correlation between radiation-related events and the number of questions. The analysis results demonstrate that major radiation-related events have little relevance to the number of questions except during March 2011.

• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.551-557
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• 2007

The purpose of this study was to examine the questions in the 'Matter' units of elementary science textbooks under the 7th curriculum. For the analysis, a total of 338 questions were extracted from 15 units. Six criteria (recalling, recognizing, predictive, applied, divergent, and evaluative question) were reconstructed for textbook question analysis based on Blosser(1973)'s question category system for science. The results were as follows. First, there were more closed (recalling, recognizing, predictive, or applied) questions (72.2%) than open (divergent or evaluative) questions (27.8%) in elementary science textbooks. Second, cognitive-memory (recalling or recognizing) question type was the most frequently asked in all grade levels. Open (divergent or evaluative) questions increased according to grade level whereas convergent (predictive or applied) questions decreased. Third, question types were applied based on the characteristics of each unit rather than on children's developmental characteristics. Educational implications were discussed based on the results.

• Journal of Korean language education
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• v.29 no.3
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• pp.1-24
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• 2018

The purpose of this study was to analyze teachers' questions in the actual general Korean classroom for academic purposes and identify types of questions. The results of the question analysis by type identified 713 teacher's questions in total: echoic questions made up 41% while epistemic questions were 19.3% and expended question turned out to make up 39.7%. 'Comprehension check questions' were 29%, which was a major part in the echoic question. 'Referential questions' were a major part in the epistemic question. Also, the research discovered that 'knowledge integration' questions held the largest majority in expended questions. Since the teacher-led lecture was often conducted in the problem-presentation stage, the percentage of Echoic question was high; and moreover, the problem-solving stage promoted to come up with more improved solutions of the problem. In the outcome and presentation stage, it was discovered that the questions aimed to check understanding of content in the subject and expand thoughts. Therefore, it is necessary to develop strategies for teacher's questions by phase and further conduct research on the interaction between learners and teacher's questions in the future.

• Journal of the Korean Society of Earth Science Education
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• v.5 no.3
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• pp.287-296
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• 2012

This research analyzed elementary teacher's scientific questioning during science teaching. This research studied 4 elementary school teachers in Gyeongnam were observed and the classes were videotaped. all teacher's questioning and student's answering were transcribed. Teacher's questionings were categorized into 2 types such as simple questions and productive questions. The findings of the research were as following. First, in the teaching-learning activities of the science subject, teacher-student conversation was used 202 times on average, and questions asked by the teachers were 72 times on average. The teachers use productive questions more than simple questions. Second, in the type of simple questions, management questions were used the most, and the next were simple confirmation questions and rethink questions in order. Third, productive questions used by the teachers in the class were mostly the attention-focussing questions, but the type of higher level questions such as problem-posing questions, comparing questions, action questions and reasoning questions was rarely adopted.

• Journal of Korean Elementary Science Education
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• v.35 no.1
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• pp.1-12
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• 2016

The purpose of this study was to analyze question's patterns in elementary school science teacher's guide books of 5, 6th grade under the 2009 revised curriculum. A modified analysis framework based on Blosser's classified system was used to analyze 1,982 questions extracted from elementary science teacher's guide books by grade, by domain, and by teaching and learning stage. The findings of this study were as follows. First, of the 1,982 questions, the most prominent type of question was the propositional question and the following was the reproductive question. And, in comparing the question's patterns between 5, 6th grade, it was found that 6th grade had higher rate of close typed question, while 5th grade had higher rate of open typed question in its curriculum. Secondly, a comparative study about two domains, material and energy science domain and earth and life science domain, showed that the number of questions of each domain was not much different. However, it was found that propositional questions and applicable questions showed a higher rate in material and energy science domain, and anticipated questions and open typed questions including divergent and evaluative question showed higher rate in earth and life science domain. Moreover, although the total number of questions from integration and my fun research domain's contents was small, the rate of open typed questions was higher than any other domains. Finally, as a result of comparing and analyzing question's pattern in teaching and learning stages, the rate of reproductive question and anticipated questions was high at the stage of introduction. At the stage of development, the rate of propositional and reproductive questions was high. At the stage of conclusion, the rate of synthetic and applicable questions was high.

• Journal of The Korean Association For Science Education
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• v.28 no.7
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• pp.697-712
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• 2008

The purpose of this study was to seek strengths and weaknesses from analyzing Korea and U.S. science textbooks in terms of general structural features, contents, cognitive levels of questions and the purpose of questions used in science textbooks. This provided insight into improvement of textbooks that can effectively assist teaching and learning. To investigate organization of unit in textbooks in-depth, the evolution unit was selected and scrutinized as one example. The results showed that the number of pages, activities, vocabulary words, and vocabulary lists are considerably different between Korean and the U.S. Commonly, U.S. textbooks were more laden with information and lacking in coherence than those of the Korean textbooks. The findings on the cognitive levels of questions showed that the majority of questions in both nations are concerned with knowledge. However, the difference between the two nations is great in the ratios of analysis, synthesis, and evaluation questions. Questions are concentrated in review section (45% of Korean and 60.6% of U.S.) in textbooks. It suggested that well-planned questions in a review section can provide the basic guidance for strength in a science classroom.

• Journal of Korean Elementary Science Education
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• v.32 no.3
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• pp.327-345
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• 2013

This study aims to investigate how pre-service elementary school teachers understand 'something scientific', 'being scientific', 'scientific events' and 'scientific questions' through semantic network analysis. To achieve this purpose, this study carried out a central analysis of the frequency and density of words and the degree of connection between key words, a concentric analysis, a click analysis and a common network analysis through text semantic network analysis by using NetMiner 4.0 Program. Based on the results of these analyses, this study came to the following conclusions. Firstly, in perceiving 'something scientific', pre-service elementary school teachers recognized 'verification', 'objective' and 'experiment' as most important words. In other words, they perceived that main grounds for something scientific should be provided through clear facts, possible to be verified and accompanied by an exact and logical theoretical system. In regard to 'being scientific', they perceived 'explanation', 'objective' and 'verification' as most important words, while having a traditional point of view that science is a set that can be explained objectively. Secondly, in regard that the term, 'observation', is contained in 'scientific events', they showed a high rate of understanding it as a scientific event. In regard to scientifical reasons, they showed the highest frequency of 'observation', and for unscientific reasons, they showed the highest frequency of 'behavior'. In perceiving 'scientific questions', they showed the highest frequency of determining bacteria-related questions as scientific. As a reason why they thought as scientific, they mentioned 'observation' most frequently like 'scientific events', while mentioning 'value judgement' as a reason why they thought as unscientific most frequently. From the results of integrated network analysis, this study found out that words pre-service teachers commonly used in stating scientific events or scientific questions were overlapped with words they mentioned for scientific events or scientific questions. As a result, it was found there were many pre-service teachers having interpreted scientific words without clearly distinguishing scientific events or scientific questions.

• Journal of Fisheries and Marine Sciences Education
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• v.27 no.2
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• pp.452-466
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• 2015

The study analyzed the result of a survey on educational programs after the provision of professional development education in textile-based industries, with the aim of suggesting a method of evaluating professional development education, by shedding new light on the educational contents and environment required by industries and on the components required to strengthen competence based on an evaluation of the outcomes of such educational programs. Methods of analysis included frequency & average analysis, ANOVA and portfolio analysis, and a questionnaire containing seven questions on satisfaction with 'educational contents,' six questions on satisfaction with 'educational environment,' three questions on educational effect and questions on overall satisfaction with education was used as an analysis tool. Data used in the analysis was obtained through a survey of the attendants of lectures given from January 2014 to September 2014, and the respondents included 30 persons enrolled in CEO courses, 167 persons enrolled in employment courses and 101 persons enrolled in employment & start-up business courses. The results of the research are as follows. 1. Looking at frequency distribution by educational course, it was shown, from highest to lowest, to be Incumbent Courses (167 persons, 56%), Employment & Start-up Courses (101 persons, 33.9%) and CEO Courses (30 persons, 10.1%). Looking at average analysis by question, the value of most questions on Employment & Start-up Courses turned out to be lower than Employment Courses and CEO Courses. 2. Through a variance analysis on questions related to educational courses (Employment & Start-up Course, Incumbent Course & CEO Course) and post-verification, it turned out that Employment Course is in the same group as the CEO Course in most questions, and that Employment & Start-up Course was a separate group. 3. Overall satisfaction with education turned out to be as high, at 4.1 out of 5. 4. Through a portfolio analysis on educational courses, it was found that 'Overall Satisfaction with Educational Contents,' 'Usefulness of Educational Contents,' 'Overall Satisfaction with Educational Environment' and 'Quality and Ability of Instructors' were included in areas of recommendation.

• Korean Medical Education Review
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• v.13 no.1
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• pp.45-49
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• 2011

This study was done to analyze students' learning and its lasting effect by teaching strategy involving questioning. This study was performed with 68 students who were enrolled in a physiology class of the Yonsei University College of Medicine in Seoul, Korea, in 2003. The students were randomly divided into 2 groups. One group was taught in a way where students asked questions and the instructor answered the questions. For the other group of students, the instructor asked questions, and the students answered the questions. We performed a pre-test before the study begins and post-tests immediately, 3 weeks, and 6 weeks after the study. The results were analyzed by using analysis of covariance and repeated measures analysis of variance. A higher learning effect was observed in a group where questions were asked by students compared with the other group. The post-test results showed no significant difference in the lasting effect of learning according to the teaching strategy. Students' learning significantly improved when students asked questions and the instructor answered the questions compared with the strategy of the instructor asking questions and students answering to the questions.