• 대한지구과학교육학회지
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• 제7권1호
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• pp.64-74
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• 2014

The purpose of this study was to analyze the types of questions of energy field in the elementary science textbooks and to know the preference types of questions of students by grade. To accomplish this study, the analyzing framework on the types of questions was made and ensured the validity. To know students' preference types of questions, a questionnaire was made and the survey was conducted to the students of D elementary school in B city. The results can be summarized as follows: First, of the questions in the elementary science textbooks, the types of limited question were the most frequent(56%) and the next was the type of relevant question(41.82%). In the type of limited question, the element of propositional type was the most frequent and in the type of relevant question, the element of applicable type was the most frequent. Second, from the result of analyzing students' preference types of questions by grade using questionnaire, we could find as follows. Most of the graders chose retrospective type of question as the easy types of questions. And 3, 4, 6th graders chose justificative type and 5th graders chose applicable type as the difficult ones. Third, as interesting type and want-to-select type, 3th graders students chose propositional type and 4, 5th graders chose retrospective type and 6th graders chose inferring type.

• 말소리와 음성과학
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• 제5권4호
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• pp.121-128
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• 2013

In Korean, wh-question and indefinite yes-no questions have the same morphemic and syntactic structure. In speech, however, these two types of questions are distinguished by a prosodic difference. In this study, we examined if Chinese Korean leaners can distinguish between these two types of questions in production and if they can correctly perceive the different meaning of a question based on the prosodic information. For this purpose, we analysed two types of interrogative sentences produced by 5 native speakers and 15 Chinese Korean language leaners. The results show that the 5 Korean native speakers produce two types of questions by a salient prosodic difference, i.e., difference of prosodic structure, different pitch range of wh-phrase and indefinite phrase, and different boundary tone. However, for the 15 Chinese speakers, the two types of questions were not distinguished by the same prosodic features but in the perception analysis they were able to distinguish between the two types of questions easily.

• 한국과학교육학회지
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• 제24권5호
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• pp.1018-1027
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• 2004

이 연구의 목적은 과학적인 현상이 제시되었을 때 초등학생들과 초등예비교사들이 그 현상을 관찰하는 과정에서 생성하는 과학적 의문의 유형을 분석하여 분류하고, 초등학생들과 초등예비교사들이 생성한 의문의 유형과 수를 비교하고자 한다. 연구를 위하여 관찰활동 수행에 적합한 4가지의 과제 즉, 사이다에 담긴 건포도 관찰, 촛불 관찰, 잉크에 염색된 샐러리 관찰, 암석 관찰을 개발하고, 초등학교 6학년 학생 40명과 교원 양성 대학교에서 초등교육을 전공하는 초등예비교사 4학년 학생 20명을 대상으로 과학적 의문의 유형을 조사하였다. 연구 결과, 과학적 의문의 유형은 크게 추측적 의문, 인과적 의문, 예측적 의문, 방법적 의문, 적용적 의문으로 분류하였다. 그리고 이들의 하위 의문으로 각각 대상탐색 의문과 대상확인 의문, 설명자탐색 의문과 설명자확인 의문, 결과탐색 의문과 결과확인 의문, 실례탐색 의문과 실례확인 의문으로 분류하였는데, 방법적 의문에서는 하위 의문이 나타나지 않았다. 초등학생들과 초등예비교사들이 생성한 과학적 의문의 유형은 모두 동일하였으나, 그 빈도에 있어서는 차이가 나타났다.

• 한국초등과학교육학회지:초등과학교육
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• 제26권2호
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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.

• 한국치위생학회지
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• 제14권6호
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• pp.943-949
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• 2014

Objectives: The purpose of the study is to investigate the relationship between the personality types and satisfaction of education satisfaction in dental hygiene students. Methods: A self-reported questionnaire was filled out by 898 students in Busan, Gyeongnam, and Ulsan from March 2 to 25, 2014. Data were analyzed through t-test, correlation analysis, and multiple regression analysis. The instruments used personality types and satisfaction of education. The personality types was adapted from Korean Eyesenck Personality Questionnaire that was modified by Lee on the basis of Eysenck Personality Questionnaire(Eysenck & Eysenck, 1971). The questionnaire consisted of 44 questions including extroversion factors(18 questions) and neurotic tendency(26 questions). The questionnaire was score by Likert 5 scale. Cronbach alpha was 0.835 in the study. The neurotic tendency consisted of 26 questions and the higher score showed the higher neurotic tendency. Cronbach alpha was 0.927 in the study. The instrument for satisfaction of education was adapted from Kim and Go and partly modified. The instrument was categorized into dental hygiene department satisfaction(6 questions), major satisfaction(6 questions), facilities satisfaction(4 questions), lecture satisfaction(7 questions), and faculty satisfaction(4 questions). The instrument was scored by Likert 5 scale. Cronbach alpha of education satisfaction was 0.928 in the study. Results: Extroverted students showed 3.70 point which was the highest score in the department satisfaction(p<0.001). Less neurotic students showed 3.68 point which was the highest score in the department satisfaction(p<0.001). There was a strong positive correlation between the major satisfaction and department satisfaction(p<0.01). The personality types that affected the education satisfaction were related to the extroverted students and less neurotic students(p<0.01). Conclusions: The personality types had much influences on the satisfaction of the major and academic accomplishment.

• 한국수학교육학회지시리즈A:수학교육
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• 제60권3호
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• pp.265-279
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• 2021

본 연구에서는 초등수학 교과서의 자료와 가능성 영역에 제시된 발문을 학년군별로 비교 분석하여 발문의 특성을 파악하였다. 연구 결과 학년군별로 교과서에 제시된 발문의 유형 및 기능별 출현 비율이 서로 다르게 나타났으며, 이는 학년군별 학습 내용 및 학년군의 특성과 관련이 있는 것으로 보인다. 또한 발문의 기능은 발문의 유형과 관련이 있음을 알 수 있다. 본 연구의 결과는 초등수학의 자료와 가능성 영역 지도 시 발문 사용에 대한 교수·학습상의 기초를 제공하여 발전적인 방향으로 통계교육이 이루어지는데 기여할 수 있을 것이다.

• 음성과학
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• 제13권3호
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• pp.207-219
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• 2006

The present study was designed to investigate the comprehension of 'who' and 'what' questions in 2- to 3-year-old normal children. Sixty children were divided into 3 groups depending on their ages, i.e., age groups 2;6-2;11, 3;0-3:5, and 3;6-3;11. Three types of 'who' questions and 2 types of 'what' questions were generated depending on the attached case markers, i.e., who-nominative, who-accusative, who-dative, what-nominative, and what-accusative. The children watched 36 cuts of short video recordings. After watching each cut, they were asked to answer one of the 5 types of wh-questions. For the 'who-nominative' and 'what-accusative' questions, even the late 2-year-old children performed with over 70% of accuracy, and the late 3-year-old children performed with over 95% of accuracy. For the 'who-accusative' and 'who-dative' questions, the late 2-year olds exhibited difficulty in comprehension with performance accuracy of 41% and 33%, respectively. However, the late 3-year olds could comprehend those questions correctly with over 90% of accuracy. On the other hand, in answering 'what-nominative' questions, the children did not show rapid development across the age groups, as the mean performance accuracies of the 3 groups were 39%, 49%, and 59%, respectively. The results indicated that children's understanding of a wh- question is largely affected by the case of the interrogative.

• 한국수학교육학회지시리즈D:수학교육연구
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• 제17권4호
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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.

• 한국수학교육학회지시리즈E:수학교육논문집
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• 제36권1호
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• pp.89-105
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• 2022

본 연구에서는 수와 연산 영역 지도 시 효과적인 발문 활용에 있어서 교수·학습상의 시사점을 얻기 위하여 2015 개정 수학과 교육과정에 따른 초등학교 수학 교과서의 수와 연산 영역 단원에 제시된 발문의 유형과 작용 기능을 학년군별로 비교 분석하여 발문의 특성을 파악하였다. 연구 결과 수와 연산 영역 단원에 제시된 발문은 학년군별로 공통되게 추론 발문, 사실 발문, 추론을 요구하지 않는 열린 발문 순으로 많이 나타났으며, 모든 학년군에서 추론 발문이 주를 이루고 있었다. 또한 모든 학년군에서 문제의 추측, 발명, 해결 활동을 돕는 기능으로 작용하는 발문과 수학적 추론을 돕는 기능으로 작용하는 발문이 상대적으로 많이 나타났다. 이처럼 수와 연산 영역 단원에 제시된 발문의 유형과 작용 기능은 학년군별 학습 내용의 특성과 관련이 있음을 유추할 수 있다. 본 연구는 수와 연산 영역 지도에 활용할 수 있는 발문 구안에 참고 자료를 제공하여 발전적인 교수·학습 방안 마련에 기여할 수 있을 것이다.

• 한국초등과학교육학회지:초등과학교육
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• 제31권3호
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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.