• Title/Summary/Keyword: 제안적 발문

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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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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.

A Questioning Role of Teachers to Formal Justification Process in Generalization of a Pattern Task for the Elementary Gifted Class (초등학교 영재학급 학생들의 형식적 정당화를 돕기 위한 교사 발문의 역할)

  • Oh, Se-Youn;Song, Sang Hun
    • Journal of Elementary Mathematics Education in Korea
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    • v.20 no.1
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    • pp.131-148
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    • 2016
  • Mathematical formal justification may be seen as a bridge towards the proof. By requiring the mathematically gifted students to prove the generalized patterned task rather than the implementation of deductive justification, may present challenges for the students. So the research questions are as follow: (1) What are the difficulties the mathematically gifted elementary students may encounter when formal justification were to be shifted into a generalized form from the given patterned challenges? (2) How should the teacher guide the mathematically gifted elementary students' process of transition to formal justification? The conclusions are as follow: (1) In order to implement a formal justification, the recognition of and attitude to justifying took an imperative role. (2) The students will be able to recall previously learned deductive experiment and the procedural steps of that experiment, if the mathematically gifted students possess adequate amount of attitude previously mentioned as the 'mathematical attitude to justify'. In addition, we developed the process of questioning to guide the elementary gifted students to formal justification.

수학적 창의성 신장을 위한 교사의 발문 특성 연구

  • Han, Jeong-Min;Park, Man-Gu
    • Proceedings of the Korea Society of Elementary Mathematics Education
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    • 2010.08a
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    • pp.219-235
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    • 2010
  • 학습자들이 미래 사회에 능동적으로 대처하기 위해서는 기존의 지식을 축적, 활용하는 것뿐만 아니라, 새로운 행동 양식을 개발하고 환경의 변화에 적절히 대응해 나갈 수 있는 능동적인 자세와 상응하는 창의적인 힘을 키우기 위해 '창의성 신장'이 강조되고 있다. 선행연구에 따르면 교사의 발문이 학생의 수학 학업성취도, 수학적 사고력향상, 수학에 대한 관심과 흥미에 긍정적인 영향을 주고 있음을 시사하고 있지만, 수학교육에서 창의성 신장을 위한 교사의 발문에 관련한 구체적인 연구는 미흡한 실정이다. 따라서 2007 개정 교육과정에서 강조하는 수학적 의사소통능력과 창의성, 수학적 사고력 신장에 기여하고 학생들의 수학과 학업성취도 뿐만 아니라 정의적 영역(흥미, 태도, 호기심 등)의 향상을 도모할 수 있는 교사 발문의 특성 연구가 필요하다. 본 연구는 도형영역 수업에서 교사의 발문 특성을 분석하고, 수업에서 사용되는 자료와 수업에서 학생들의 수학적 창의성 신장을 효과적으로 도울 수 있는 교사 발문의 특성을 연구하는 것을 목적으로 하였다. 본 연구를 위하여 우리나라 2007개정 교육과정 수학과 4학년 1학기 도형 영역 관련 단원인 삼각형을 주제로 교과서에서 제시한 발문 내용을 분석하고, 실제 교수-학습 과정에서의 교사 발문의 실태를 알아보고자 제주교육인터넷방송국에 탑재되어 있는 7차 교육과정 4학년 1학기, 2학기 도형 관련 3개의 수업을 관찰 및 분석하였다. 이를 통해 수학적 창의성 신장을 위한 교사 발문의 특성을 수학적 창의성의 하위요소별로 나누어 분석하였다. 학생의 창의성 신장을 위해서 교사는 학생들이 다양하게 사고할 수 있도록 자극할 수 있는 발문을 준비하고, 수업 진행시 하나의 발문에 대해 다수의 반응을 유도하고, 학생의 응답에 대해 단순한 '맞다, 틀리다'의 판단을 내리기 보다는 그 근거를 설명할 수 있는 기회를 마련해 주어 학생이 수학 수업에 흥미를 갖고 스스로 참여할 수 있도록 유도해야 함을 제안하였다.

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An Analysis of Teacher Questioning Focused on Mathematical Creativity (수학적 창의성 관점에서 본 교사의 발문 분석)

  • Han, Jung-Min;Park, Man-Goo
    • Journal of Elementary Mathematics Education in Korea
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    • v.14 no.3
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    • pp.865-884
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    • 2010
  • The purpose of this research was to analyze the characteristics of teachers' questionings in the geometry field and suggest the characteristics of teacher questioning to enhance students' mathematical creativity. Teacher questioning plays a role to students' mathematical achievements, mathematical thinking, and their attitudes toward mathematics. However, there has been little research on the roles of teacher questioning on students' mathematical creativity. In this research, researchers analyzed teachers' questions concerning the concepts of triangles in the geometric areas of 4th grade Korean revised 2007 mathematics textbooks. We also analyzed teachers' questionings in the three lessons provided by the Jeju Educational Internet Broadcasting System. We classified and analyzed teachers' questionings by the sub-factors of creativity. The results showed that the teachers did not use the questionings that appropriately enhances students' mathematical creativity. We suggested that teachers need to be prepared to ask questions such as stimulating students' various mathematical thinking, encouraging many possible responses, and not responding with yes/no. Instead, teachers need to encourage students to explain the reasons of their responses and to take part in learning activities with interest.

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Characteristics of Pre-service Science Teachers' Reflection of Questions Considering the Context of Discourse (담화 맥락을 고려한 예비과학교사의 발문 반성 과정에서 나타나는 특징)

  • Sunghoon, Kim;Yousun, Jeon;Hunsik, Kang;Taehee, Noh
    • Journal of the Korean Chemical Society
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    • v.66 no.6
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    • pp.459-471
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    • 2022
  • The purpose of this study is to develop the workshop to improve teachers' questions considering the context of discourse. Four pre-service science teachers in the fourth grade participated in the study. Pre-service science teachers participated in the workshop. The characteristics of their reflection on the question considering the context of discourse were analyzed. Pre-service science teachers considered the types of questions they learned in the workshop during the reflection. But the affective domains of students were rarely considered. Whether the students respond was considered as an important factor of reflection. The questions were evaluated based on the frequencies. A single question without context was reflected on. Various PCK elements were not considered comprehensively. Based on the results, the practical implications to develop a program for improving teacher expertise related to the questions considering the context of discourse were discussed.

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.

Analysis of the meaning of histogram and questioning in histogram tasks from a discursive perspective (담론적 관점에서 히스토그램의 의미와 과제 발문 분석)

  • Kim, Won
    • The Mathematical Education
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    • v.62 no.2
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    • pp.237-255
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    • 2023
  • The objective of this study is to explore the meaning generated through discourse in three different types of 1st-grade middle school textbooks in Korea and CMP textbook in the United States, specifically focusing on histograms. Through a discursive perspective, the study aims to analyze the characteristics of questioning within the stages of statistical problem-solving found in histogram tasks. The findings highlight several significant points. Firstly, variations exist in the definitions of histograms between Korean and US CMP textbooks. Secondly, diverse discursive structures contribute to the interpretation and understanding of histograms in textbooks. Thirdly, limitations are observed in the stages of statistical problem-solving reflected in histogram tasks. Lastly, distinctions are identified in the types of questioning employed in histogram tasks between Korean and US CMP textbooks. Building on these insights, the study suggests concrete ideas for enhancing the process of defining histograms and refining the questioning in histogram tasks.

A Case study of Metacognitive Strategy Training on Mathematical Problem Solving (메타인지적 활동의 훈련을 통한 문제해결 과정에서의 사고 과정 분석 사례 연구)

  • Lee, Bong-Ju;Ko, Ho-Kyoung
    • Journal of the Korean School Mathematics Society
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    • v.12 no.3
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    • pp.291-305
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    • 2009
  • The purpose of this article is to formulate the base that mathematical thinking power can be improved through activating the metacognitive ability of students in the math problem solving process. The guidance material for activating the metacognitive ability was devised based on a body of literature and various studies. Two high school students used it in their math problem solving process. They reported that their own mathematical thinking power was improved in this process. And they showed that the necessary strategies and procedures for math problem solving can be monitored and controled by analyzing their own metacognition in the mathematical thinking process. This result suggests that students' metacognition does play an important role in the mathematical thinking process.

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Developing a Material Topic and some Questions with Blackout Game for the Mathematically Gifted Students'' R&E (흑백게임을 활용한 수학영재들의 R&E 연구 소재 개발)

  • Song, Chang-Woo;Song, Yeong-Moo
    • School Mathematics
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    • v.12 no.3
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    • pp.337-351
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    • 2010
  • Blackout game on a certain size of the Go table, which looks simple, involves a variety of mathematical modeling. This study uses a research and education method. While the mathematically gifted students were playing blackout game, the author, as the instructor, observed the ways in which they approached various mathematical models. Based on the data, this study examines the effects of blackout game on the children's cognitive processes. This study further discusses the issues of questions.

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