• Title/Summary/Keyword: 발문의 유형

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An analysis of types and functions of questions presented in data and chance area of elementary school mathematics textbooks (초등수학 교과서의 자료와 가능성 영역에 제시된 발문의 유형과 기능 분석)

  • Do, Joowon
    • The Mathematical Education
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    • v.60 no.3
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    • pp.265-279
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    • 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.

The Analysis on Patterns of Questions in Elementary School Science Textbooks under the 2007 Revised Curriculum (2007년 개정교육과정에 따른 초등 과학교과서에 제시된 발문의 유형 분석)

  • Choi, Yoon-mi;Lee, Hyeong Cheol
    • Journal of Science Education
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    • v.36 no.1
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    • pp.120-129
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    • 2012
  • The purpose of this study is to provide informations for developing next elementary school science textbooks and educational implications for a spot of science class through analyzing patterns of questions in the elementary school science textbooks under the 2007 revised curriculum. To get a meaningful results, the 2,446 questions extracted by operation definition from 3~6 grade science text books were analyzed by modified analysis frame work based on Blosser's classified system. The findings of this study were as follows: First, among 2,446 questions, the propositional pattern element had the highest rate, 49.2%, the appreciable pattern element had the lowest rate, 1.4%, of all pattern elements. Second, from the results of comparing patterns of questions in each grade's science textbook, as the grade went higher, the rate of the applicable and the divergent pattern element tended to increase, and that of the other elements tended to decrease. Third, as the results of comparing patterns of questions of 4 each field in elementary science textbooks, the energy field questions were the largest in number, followed by the substance field. The rate of the propositional pattern element was the highest of all question elements in common in each field. In the reproductive and the propositional pattern element, the energy and the substance field had a little higher rate than the other fields. On the other hand, in the applicable and the divergent pattern element, the earth and the life field had a little higher rate than the other fields.

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An Analysis of the Questions Presented in Chapters of Pattern Area in Elementary School Mathematics (초등수학의 규칙성 영역 단원에 제시된 발문의 특성 분석)

  • Do, Joowon
    • Education of Primary School Mathematics
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    • v.24 no.4
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    • pp.189-202
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    • 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.

An Analysis of a Preservice Teacher's Questioning: The Effect of Practicum Program Based on Collaborative Inquiry Community (협력적 탐구와 반성적 실천 맥락에서 예비교사 발문 사례 분석)

  • Ju, Mi-Kyung
    • School Mathematics
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    • v.10 no.4
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    • pp.515-535
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    • 2008
  • As part of developmental research of a student-teaching practicum program, this research analyzed a mathematics preservice teacher's questioning. The practicum program is based on the model of reflective practice in a collaborative inquiry community for learning-to-teach. This paper describes how a preservice teacher's questioning pattern had changed on the program participation and explain how the change in discourse can be considered as an indicator for the pre service teacher's professional development. Suggestions for the future program development are discussed.

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An Analysis of Questioning in an Instruction on the Probability that Event A and Event B Occur ('사건 A와 사건 B가 동시에 일어날 확률' 수업의 발문 분석)

  • Shin, Bomi
    • Journal of the Korean School Mathematics Society
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    • v.20 no.1
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    • pp.19-42
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    • 2017
  • This study analyzed characteristics of which a teacher asked questions in an instruction on the probability that event A and event B occur. The aim of this study based on the analysis was to deduce implications in terms of the various means which would enhance middle school students' understanding about the probability and assist teachers in designing instructions on the mathematics contents. To achieve this goal, this research firstly reviewed Morgan & Saxon(2006) which offers one classification of questioning that identifies a general intention for each category. Secondly, this study examined previous literature on teaching and learning the probability that event A and event B occur in order to identify didactical issues to teach the mathematics contents. Therefore, this study probed the questions of the instruction in the light of the framework descriptors from Morgan & Saxon(2006) and the issues to teach the probability that event A and event B occur. This research inspires the elaboration of what features have with regard to effective questioning in teaching mathematics through the analyzing process and additionally the elucidation of essential matters related to mathematics education on the basis of the analyzed results.

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Analysis of the Types of Teachers' Questioning in Verification Laboratory Instruction and Discovery Laboratory Instruction (확인실험수업과 발견실험수업에서의 교사 발문 유형 분석)

  • Kim, O-Beom;An, Un-Ha;Kim, Eun-Ae;Ko, Min-Seok;Yang, Ilho
    • Journal of The Korean Association For Science Education
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    • v.33 no.7
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    • pp.1354-1366
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    • 2013
  • The purpose of this study was to analyze the types of teachers' questioning between verification laboratory instruction and discovery laboratory instruction. Results were that there was no difference in questioning types in verification laboratory instruction and discovery laboratory instruction. Most teachers in two types of laboratory instruction used closed questionings more than open-ended questioning. This shows that teachers' laboratory instruction processes are focusing on 'get the content' rather than consideration of the characteristics of laboratory instruction types. Such results show that the teachers in verification laboratory instruction and discovery laboratory instruction provide little opportunity for children to improve in scientific thinking. Therefore, teachers should make good plans with a questioning strategy that can be adapted to the types and characteristic of laboratory instruction. If teacher's questioning is practiced well in the science class, it can improve students' scientific thinking and science laboratory instruction.

Analysis on Type of Questions in Elementary Science Textbooks and Elementary School Students' Preference Types of Questions (초등 과학교과서 지문의 발문 유형 분석 및 학생들의 선호 발문 유형)

  • Kim, Min-Jung;You, Pyeong-Kil;Lee, Hyeong-Cheol
    • Journal of the Korean Society of Earth Science Education
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    • v.7 no.1
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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.

The Comparative Study of Questioning Type on the Grade 3 and 4 Science Textbook in Elementary School between the 2009 Curriculum and the Revised 2015 Curriculum (2009와 2015 개정 교육과정의 초등학교 3, 4학년 과학 교과서 발문유형 비교 연구)

  • Kim, Ju-A;Kim, Yong-Gwon
    • Journal of the Korean Society of Earth Science Education
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    • v.11 no.2
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    • pp.116-124
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    • 2018
  • The purpose of this study is to provide basic data that can be appropriately used for teaching and learning activities by comparing questions presented in the 2009 curriculum elementary science textbooks and questions presented in the elementary science textbooks of the 2015 revised curriculum, I would like to suggest some implications that may help. Therefore, questioning types of elementary science textbooks in 2009 curriculum and 2015 revised curriculum were compared and analyzed. First, in the present curriculum, it is necessary to increase the percentage of applied question as it aims to cultivate creative and convergent talent. Second, the increase in the percentage of open-ended questions that provide an opportunity for learners to think freely is a desirable change. Finally, it is necessary to increase importance of the question that can be applied to content learned and can be thought of as diffusive and evaluative.

An Analysis on the pattern of questioning sentence - A case study for the newly appointed teachers - (수학 수업 발문유형 분석 및 대안 탐색 - 신임 교사 사례 연구 -)

  • Kang, Wan;Chang, Yun-Young;Jeong, Seon-Hye
    • Education of Primary School Mathematics
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    • v.14 no.3
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    • pp.293-302
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    • 2011
  • The objective of this study is to search the recognition of teacher on the pattern and characteristics of the questioning sentence of the newly appointed teachers for the mathematics class through the case study for the 2ndyear teachers. The study participants' class was recorded in video and individual interview was made for 4 times. The pattern of the questioning sentence in the observed class was analyzed using the classification frame with addition of creativity related items to the classification frame suggested by Mogan & Saxton(2006). The questioning sentence and recognition on the mathematics class for the newly appointed teachers were analyzed based on the individual meeting and class materials. In result, the questioning sentence for confirmation was most frequent (69%) and questioning sentence of understanding (25%) and the questioning sentence for introspection (6%) in its priority. It was known that the questioning sentence for extending the creativity didn't make it at all. It was revealed that the participant teachers in this study used the questioning sentence pattern for fact confirmation of the student most frequently and the use of the questioning sentence for accelerating the creative thinking of the student was lacked. In addition, the teachers recognized that they manage the class oriented to questioning sentence for obtaining the concept. It was known that the education for the questioning sentence which accelerates the creativity and other thinking as well as the fact confirmation pattern is necessary through the training for the new teachers in the future.

수학교사의 발문에 대한 수업반성 사례연구

  • Kim, Won-Gyeong;Kim, Myeong-Ju
    • Communications of Mathematical Education
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    • v.19 no.1
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    • pp.191-213
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    • 2005
  • 이 연구는 수학교사가 자기수업 관찰을 바탕으로 수업반성의 과정에서 발문을 어떻게 반성하는지, 반성을 통해 수업에서 발문을 어떻게 변화시키며, 교사와 학생 사이의 상호작용에 어떤 변화가 나타나는지를 분석하기 위한 것이다. 두 중학교 수학 교사를 대상으로 일주일에 1회씩 총 5회의 수업관찰과 수업반성의 순환과정을 통해 얻어진 관찰자료, 녹화자료, 면담자료로 분석한 결과는 다음과 같다. 첫째, 교사의 수업반성 결과 학생들로 하여금 수업에 더 많이 참여하고 학생 자신의 생각을 표현할 수 있도록 유도하기위한 효과적인 발문을 고안하였고, 교사 자신의 수업을 자발적으로 평가하는 경향을 보였다. 둘째, 발문의 변화 면에서 반성 초기의 수업보다 반성 후기의 수업에서 설명을 요구하는 발문유형의 빈도가 높게 나타났으며, 판단을 요구하는 발문을 하고 나서 그 판단에 대하여 설명하도록 요구하는 발문을 함으로써 학생들로 하여금 자신의 생각과 아이디어를 표현할 수 있도록 하는 것으로 나타났다. 그리고, 문제해결과정에 학생들의 참여의 기회가 늘어나도록 발문을 하는 것으로 나타났다. 셋째, 상호작용 측면에서 교사와 학생간의 상호작용이 학생과 학생들 간의 상호작용 패턴으로 변화하였고, 교사의 판서가 의사소통을 단절시키던 것에서 교사와 학생의 의사소통의 방향을 안내하는 역할을 하는 것으로 나타났다.

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