• Perspectives in Nursing Science
• /
• v.17 no.1
• /
• pp.49-60
• /
• 2020

Purpose: The purpose of this study is to describe women's concern for pregnancy and child birth in the internet community. Methods: One representative in the internet community was selected and questions regarding pregnancy and child birth were collected for 2 weeks in October 2019. A total of 8,005 questions were analyzed by frequency and proportion after categorizing theme into pregnancy, delivery, and postpartum care. Results: The most frequent questions were on preparedness for pregnancy (26.2%), followed by questions on infertility (23.3%), and on postpartum care (20.2%). Among the questions on preparedness for pregnancy, the most frequent questions were related to the follicle and ovulation. More than half of the questions on infertility (68.3%) were about diagnosis and treatment. Questions on abortion included symptoms, abortion procedure, post abortion care, and the support system. Among the questions on delivery, the most were about the delivery method (67.2%). Finally, questions on postpartum care were related to the physical changes/symptoms, daily life after delivery, postpartum care support, etc. Conclusion: As these results reflect women's need for information and support, it is suggested that more specific and targeted nursing practices for pregnancy and child birth should be developed.

• The Mathematical Education
• /
• v.60 no.3
• /
• pp.265-279
• /
• 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.

• Journal of Korean Medicine for Obesity Research
• /
• v.21 no.2
• /
• pp.80-94
• /
• 2021

Objectives: The purpose of this study is to re-evaluate the importance of questions of obesity syndrome differentiation (OSD) questionnaire based on real-world survey and to explore the possibility of simplifying OSD types. Methods: The OSD frequency was identified, and variance threshold feature selection was performed to filter the questions. Filtered questions were clustered by K-means clustering and hierarchical clustering. After principal component analysis (PCA), the distribution patterns of the subjects were identified and the differences in the syndrome distribution were compared. Results: The frequency of OSD in spleen deficiency, phlegm (PH), and blood stasis (BS) was lower than in food retention (FR), liver qi stagnation (LS), and yang deficiency. We excluded 13 questions with low variance, 7 of which were related to BS. Filtered questions were clustered into 3 groups by K-means clustering; Cluster 1 (17 questions) mainly related to PH, BS syndromes; Cluster 2 (11 questions) related to swelling, and indigestion; Cluster 3 (11 questions) related to overeating or emotional symptoms. After PCA, significant different patterns of subjects were observed in the FR, LS, and other obesity syndromes. The questions that mainly affect the FR distribution were digestive symptoms. And emotional symptoms mainly affect the distribution of LS subjects. And other obesity syndrome was partially affected by both digestive and emotional symptoms, and also affected by symptoms related to poor circulation. Conclusions: In-depth data mining analysis identified relatively low importance questions and the potential to simplify OSD types.

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

• Journal of The Korean Association For Science Education
• /
• v.35 no.4
• /
• pp.537-548
• /
• 2015

This study aims to identify and compare the patterns of scientific questions generation among elementary science-gifted and general students when conducting observational tasks. The pattern in generating scientific questions, which is distinguished from other types of scientific questions, is the manner that students generate a variety of types of questions in an inquiry process. To analyze the patterns in generating scientific questions, the task of observing dry grapes in soda pop, candlelight, and dyed celery were selected as suitable tasks. The subjects were 26 science-gifted students participating in a gifted education program and 27 general students in an elementary school in the same city. They were all sixth graders. The results of this study are as follows: First, the patterns of scientific questions generation among gifted students and general students during observational tasks were classified into five patterns: [Pattern 1] single, [Pattern 2] sequential, [Pattern 3] repetitive, [Pattern 4] circulative, [Pattern 5] repetitive, and circulative. Second, gifted students and general students presented all of the five patterns, but the frequency of the patterns indicated differences between the two groups. The gifted students primarily presented [Pattern 3] and [Pattern 5]. On the other hand, the general students mainly presented [Pattern 1], [Pattern 2], and [Pattern 3]. These results suggest that the ways of generating scientific questions are very much as important as the types of questions. Teachers can establish teaching-learning strategies for generating scientific questions appropriate to learner's characteristics.

• Education of Primary School Mathematics
• /
• v.24 no.4
• /
• pp.189-202
• /
• 2021

The teacher's questions presented in the problem-solving situation stimulate students' mathematical thinking and lead them to find a solution to the given problem situation. In this research, the types and functions of questions presented in chapters of Pattern area of the 2015 revised elementary school mathematics textbooks were compared and analyzed by grade cluster. Through this, it was attempted to obtain implications for teaching and learning in identifying the characteristics of questions and effectively using the questions when teaching Pattern area. As a result of this research, as grade clsuter increased, the number of questions per lesson presented in Pattern area increased. Frequency of the types of questions in textbooks was found to be high in the order of reasoning questions, factual questions, and open questions in common by grade cluster. In chapters of Pattern area, relatively many questions were presented that serve as functions to help guess, invent, and solve problems or to help mathematical reasoning in the process of finding rules. It can be inferred that these types of questions and their functions are related to the learning content by grade cluster and characteristics of grade cluster. Therefore, the results of this research can contribute to providing a reference material for devising questions when teaching Pattern area and further to the development of teaching and learning in Pattern area.

• Journal of Environmental Science International
• /
• v.6 no.2
• /
• pp.107-112
• /
• 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.

• Research in Mathematical Education
• /
• v.17 no.4
• /
• pp.267-278
• /
• 2013

Through quantitative analysis of two math classroom videos, combined with the relationship between types of teachers' questioning and students' answering, it is concluded the following problems are in the mathematics classroom teaching: (1) The time of teachers' questioning is longer, the number is too much, with managerial questions and prompting questions is given priority to; (2) Teachers' questioning time is longer than students' answering time, comprehensive answer is more, creative answer is little; (3) In the classroom questioning, students' participation is low; and (4) There is a significant correlation between types of teachers' questioning and length of waiting time after questions. In response to these phenomena, we propose strategies as follows: pursuit of timeliness of classroom questioning, reducing inefficient questions, to increase efficient questions, adopting different waiting strategies for different questioning types, to mobilize students' thinking activities, and improving students' participation etc.

• Journal of Fisheries and Marine Sciences Education
• /
• v.29 no.1
• /
• pp.64-79
• /
• 2017

This study was to evaluate the suitability of scientific questions as qualification examination for high school graduation by content validity and item response with three examinees and two preliminary examinees. As a result, scientific questions were concentrated on two units of six units of total, and application appeared to be lacking problem area by 8% compared to understanding and application. Examinees and preliminary examinees chose correct answers most by hap or guess, sometimes by experience or common sense, and the least by scientific concept. In addition, they could chose correct answers by hap or guess because there were words that implied the correct answer in questions and answers, or because they could compared and/or analyzed questions and answers. With these results, two proposals were suggested as follows; (1) scientific questions of qualification examination for high school graduation should measure basic scientific literacy. (2) specific criteria for science literacy in qualification examination for high school graduation should be set.

• English Language & Literature Teaching
• /
• v.15 no.4
• /
• pp.95-108
• /
• 2009

One of the learning difficulties for Korean learners of English is the intonation of English focused yes/no questions. Focused words in English yes/no questions are realized as low pitch accents which contrast with high pitch accents in Korean counterparts. In order to improve Korean students' intonation, direct and metalinguistic explanations on the intonation of English focused yes/no questions were given to Korean learners of English. In pre-tests and post-tests, students' perceptions on the target items were measured. The study results showed that phonetic explanation using intonation contour enhanced students' perception on English intonation. With respect to the position of focused words, sentence initial and medial focused questions were more difficult than sentence final focused questions. The perception was most improved in sentence initial focused questions. The study showed the immediate effects of the explicit instruction on perceptions of English intonation.