• 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 the Korean School Mathematics Society
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• v.3 no.1
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• pp.117-129
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• 2000

The purpose of this research consists in understanding how the effects of Teaching Method by Questions on the achievement ability of math study and learning attitude are in the aspect of teaching and learning procedure, compared with those of the traditional teaching way. To attain the purpose, the research questions have been set up as follows: ［Research Question 1］ How to make a teaching plan of effective Learning by Questions\ulcorner ［Research Question 2］ Can Learning by Questions bring about a meaningful difference between two groups (experimental group and comparative group) in the aspect of the achievement ability of math study\ulcorner ［Research Question 3］ Can Learning by Questions change the Learning attitude of the students positively\ulcorner The outcome is as follows: First, it shows that the experimental group with Learning by Questions have marked more significant difference than the comparative group in the aspect of the achievement ability of math study. That is, Learning by Questions has a positive effect on the achievement ability of math study. Second, the experimental group with Learning by Questions have brought about more positive learning attitude than the comparative group without Learning by Questions.

• 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 Fashion Business
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• v.23 no.3
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• pp.1-9
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• 2019

The purpose of this study was to develop questions for fashion design development, by applying 7 elements of the scamper to the fashion design elements, and to present a scamper checklist of fashion design elements, and item structures. In this study, the scope of research was limited to clothing design among various fashion products, and among various design development stages. Fashion design development focusing on design sketching, was limited to the research scope. The research method was based on an empirical study that derived scamper questions through FGI (Focus Group Interview), consisting of 5 fashion experts. Fashion design elements applied to development of scamper questions consisted of silhouettes, constructive lines, structural details, decorative details, patterns and textures of fabrics, and item structures, derived by applying these elements to the individual 7 elements of the scamper: substitute, combine, adjust, modify, put to other uses, eliminate, and reverse. Results of the study included 7 questions for substituting, 8 questions for combining, 6 questions for applying, 15 questions for modifying, 4 questions for putting to other uses, 4 questions for eliminating, and 7 questions for reversal. The scamper checklist for fashion design elements and item structures drew to 5 lists of silhouette variations, 7 lists of constructive line variations, 11 lists of structural detail variations, 10 lists of decorative detail variations, 11 lists of fabric variations, and 9 lists of structural modifications of items.

• Korean Journal of Clinical Pharmacy
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• v.29 no.1
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• pp.18-24
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• 2019

Background: Although a growing number of guidelines and clinical researches are available for immunosuppressive treatment of post-transplantation, there is no clinical practice guideline for the care of kidney transplant recipients in Korea. Selection of a researchable question is the most important step in conducting qualified guideline development. Thus, we aimed to formulate key questions for Korean guideline to aid clinical decision-making for immunosuppressive treatment. Methods: Based on previous published guidelines review, a first survey was constructed with 29 questions in the range of immunosuppressive treatments. The experts were asked to rate the clinical importance of the question using a 5-point Likert scale. The questions reached 60% or more from the first survey and additional new questions were included in the second survey. In analyzing the responses to items rated on the 9-point scale, consensus agreement on each question was defined as 75% or more of experts rating 7 to 9. Results: In the first survey, 50 experts were included. Among the 29 questions, 27 were derived to get 60% or more importance and 3 new questions were additionally identified. Through the second survey, 9 questions were selected that experts reached consensus on 75% and over of the options. Finally, we developed key questions using PICO (patient, intervention, comparison, and outcome) methodology. Conclusion: The experts reached a high level of consensus on many of key questions in the survey. Final key questions provide direction for developing clinical practice guideline in the immunosuppressive treatment of transplantation.

• Communications of Mathematical Education
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• v.36 no.1
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• pp.89-105
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• 2022

In this research, in order to obtain teaching/learning implications for effective use of questions when teaching number and operation area, the types of questions presented in chapters of number and operation area of 2015 revised elementary math textbooks and the function of questions were compared and analyzed by grade cluster. As a result of this research, the types of questions presented in chapters of number and operation area showed a high percentage of occurrences in the order of reasoning questions, factual questions, and open questions not calling for reasoning in common by grade cluster. And reasoning questions were predominant in all grade clusters. In addition, in all grade clasters, the proportion of questions acting as a function to help guess, invention, and solving problems and questions acting as a function to help mathematical reasoning were relatively high. As such, it can be inferred that the types and functions of the questions presented in chapters of number and operation area are related to the characteristics of the learning content by grade cluster. This research will be able to contribute to the preparation of advanced teaching/learning plans by providing reference materials in the questions when teaching number and operation area.

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.319-329
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• 2018

Research Projects allow students to experience of scientific research by conducting experiments on specific scientific subjects and writing reports. The process of research begins as students find and propose research questions and its importance has been consistently emphasized. In this study, we developed various strategies to support students to draw research questions and applied to each phase. We analyzed how students' research questions were developed at different phases. The program consists of five phases, such as (1) Exploration, (2) Literature Review and Data Collection, (3) Modification and Extension, (4) Sharing and Evaluation, (5) Final Selection and Research Plan. The program was applied to high school Research Project for 12 hours. A total of 13 students were divided into four groups of 3-4 students and conducted researches. The results of each student's research process and final research plans were then collected and analyzed. The overall quality of research questions produced by the students showed improvement in each phase. Each strategy improved in various aspects of the research questions at each level. Students were able to find their own area of interest in the 'Exploration' phase and then they began to suggest verifiable plans in the 'Literature and Data Collection' phase. They were able to find a variety of variables under the 'Modification and Extension' phase, whereas the precision of research questions improved in the 'Sharing and Evaluation' and the 'Final Selection and Research Plan' phase.

• Asian Journal for Public Opinion Research
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• v.2 no.2
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• pp.71-102
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• 2015

This study investigates the effects of information and predisposition on individual responses to hypothetical questions. By employing the empirical implications of theoretical models (EITM) framework, I confirm that information and predisposition have positive effects on individual substantive responses to the hypothetical questions about the independence-unification issue in Taiwan. Respondents with higher levels of information and predisposition are more likely to provide substantive responses. More importantly, information and predisposition exert a negative interaction effect on individual responses to hypothetical questions, which implies that when an individual counts more on information to respond to hypothetical questions, her predisposition plays a less important role in her responses and vice versa. Finally, this study suggests that hypothetical questions are effective to probe individual opinion on specific issues under hypothetical conditions.

• Journal of Engineering Education Research
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• v.26 no.4
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• pp.11-21
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• 2023

In engineering education, stimulating students' questions and encouraging learning participation are crucial for achieving higher-order thinking abilities. This study aims to investigate the use and effect of an online communication channel in fostering engineering students' questioning abilities. Consequently, in this research, we gauged students' satisfaction with an engineering class that implemented a communication channel, and scrutinized the changes in their perceptions regarding the significance of questions, their engagement in learning, and their academic self-efficacy. In addition, we interviewed the students who participated in the class. The outcomes are as follows: Firstly, student satisfaction improved compared to the previous semester's class where the communication channel was not utilized. Secondly, learners' understanding of the importance of asking questions positively escalated, alongside their actual frequency of posing questions. Thirdly, there was an improvement in learners' active engagement in their studies and their academic self-confidence. The findings of this research suggest that communication channels should be employed to motivate learners to pose questions and involve students in effective learning.

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