• Journal of Engineering Education Research
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• v.14 no.6
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• pp.24-30
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• 2011

The purposes of this study are to describe the case of student generation questioning strategy on engineering education and to find advantages of applying this strategy and any suggestions of this strategy for the improvement. First of all, Questioning Sheet, the methods of applying the sheet and evaluation were developed, And then instructional model for using this strategy was designed which is with this sheet students are encouraged to ask questions at the beginning and the end of class. K class is for the sophomore of Dept. of Materials Science and Engineering in K University. 40 students were visited. Among them 8 was female student and 32 was male students. Only 20 students were used the questioning sheet and asked the questions. The rest of students did not use the questioning sheet. And high achievement students were more asked questions than low achievement students. At the end of the semester, the attitude and the satisfaction of the class were investigated. Achievements of students were measured also. Students of generating questions are more achieved and more satisfied. Students who generated questions have more positive attitude for the study.

• Journal of The Korean Association For Science Education
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• v.19 no.3
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• pp.377-388
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• 1999

In this study, a learning-teaching model enhancing the students to ask questions was developed and the influence of its application to the lesson of 'Chemical Change and Elements' of the 8th grade was investigated. This learning-teaching model was constructed initially by completing the work-sheet to activate student's question-asking, then by writing down their questions or uncertainties in the class, and finally with the feedback of student's question to the individual and to the class. Treatment and control groups (2 classes each) were selected from a girls' middle school in Seoul. and taught for 12 class hours during 4 weeks for this study. Before instruction, the test of attitudes toward science lessons and the test of adoption of scientific attitudes were administered, and the science scores of the previous course were obtained for the covariate. After instruction, the conception test. the achievement test, the test of attitudes toward science lessons, and the test of adoption of scientific attitudes were administered. The TOSRA (Test of Science-Related Attitudes) was used both for the test of attitudes toward science lessons and for the test of adoption of scientific attitudes. The study revealed that the treatment group showed significant differences from the control group in the scores of the conception test (p<.01) and of the achievement test (p<.05). But in attitudes toward science lessons and adoption of scientific attitudes. there were not significant differences between the two groups, even though the scores of the treatment group were a little higher than those of the control group. Educational implications of the effect of science teaching on the questioning activity of students are also discussed.

• The Journal of Korean Physical Therapy
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• v.11 no.3
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• pp.159-175
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• 1999

The purpose of this study lies in providing the basic materials for wrestlers' control of health and physical strength, the preventive, measure for injury during a practice or a game and the scientific training method for upgrading competitive power in a game. The result of analyzing the occurring tendency and therapeutical actions and attitude of sports injury, taking the 258 wrestlers from a high school, an university and pro-team as the object of study through a questioning sheet are like following. 1. Among every wrestlers' causes of injury, the main cause was a physical collision occupying $\50\%$, and an excessive training occupied $30\%$. on the contrary, the unsatisfied wrestler's cause of injury was a shortage of mental concentration and a burden of weight, occupying each $19\%$ and $17\%$. Therefore in order to prevent the injury, you should take care of especially in time of physical collision in a practice or a grme and prevent an excessive training. 2. The seasion with the most frequent occurrence of injury is the winter$(78\%)$, and in the spring and summer$(5.5\%)$, the frequency of occurrence of injury is very low. In the meantime, considering by occurring time, during a practice$(95\%)$ the injury occurs most frequently and during a game$(5\%)$ occure least frequently. Therefore, in order to reduce the injury, you should warm up sufficiently before the training and the practice and concentrate all of you attention and mind. 3. The injury occurs most highly in the afternoon hours occupying about $80\%$, and a little in the dawn and morning hours but in the contrary rarely in the night. 4. As the wrestler's injury type, the injury on muscles and tendons occupies the most to take $65\%$ of the whole injuries.