• Educational Technology International
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• 제19권1호
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• pp.93-122
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• 2018

It is crucial to understand the characteristics of learner questioning due to the effects it has on learning. This study focuses on the effects of middle school students questioning on their academic achievement in an online inquiry learning environment. A survey of 827 middle school students was conducted; the students took part in an online math and science program offered by a center for the gifted. Throughout the survey, learner questioning was analyzed, and its correlation with academic achievement was investigated. An analysis was based on questioning categories of a low- and high-level questions from previous studies. Through the survey, it was found that the number of learner questions asked in the online environment was small, but the number of low- and high-level questions were almost equal. Secondly, the higher the academic achievement level of the student, the higher the possibility they would ask either low- or high-level questions. Lastly the group of students in both low- and high-levels of questioning earned the highest average scores on formative evaluations and inquiry tasks. This indicates that regardless of the level of questions, the act of questioning itself is highly related to the academic achievement. However, in the case of advanced learning projects, the quality of questioning and high-level questioning affected the academic achievement of students. Based on these results, implications for the encouragement of learner questioning and support for asking high-level question are suggested.

• 한국산학기술학회논문지
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• 제15권12호
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• pp.7110-7117
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• 2014

본 연구대상은 2013년 현재 유도심판으로 활동하고 있는 149명 중 1급 심판 98명(65.8%), 2급 심판 18명(12.1%), 국제심판 33명(22.1%)의 자료를 본 연구의 최종 유효 표본으로 사용하였다. 유도심판들의 기초배경을 측정하기 위하여 성별, 연령, 유도경력, 심판급수, 심판경력, 지도경력, 직업 등 총 7문항으로 구분하여 측정하였으며, 유도심판의 스트레스를 측정하기 위해 판정실책 4문항, 청탁 4문항, 판정항의 9문항, 체력부담 3문항, 가정생활 불충실 3문항, 여건부족 2문항 등 총 6가지 유형의 25문항으로 구성되었다. 심판활동에 대한 심판직무만족을 측정하기 위해 동료만족 5문항, 보수만족 5문항, 환경만족 6문항, 업무만족 4문항 등 총 4가지 유형의 20문항으로 구성하여 유도심판 겪는 스트레스 요인들과 스트레스의 문제해결을 위한 노력이 심판의 직무만족에는 어떠한 영향을 미치는지 파악하는 것이었다.

• 비교문화연구
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• 제37권
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• pp.335-360
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• 2014

The purpose of this paper is to investigate whether high-level(level 6) essay-writing questions in Test of Proficiency in Korean (TOPIK) have been presented appropriately so as to enable foreign test-takers to display their Korean writing ability properly, and to provide some suggestions on how those questions need to be changed. To accomplish this purpose, all the essay-writing questions were collected from the 33 TOPIK tests, from the 2nd in 1998 to the 35thin 2014, and analyzed from the perspectives of their topics and formats. The results are that high-level TOPIK essay-writing questions showed a strong tendency to take as their topics Korean sociocultural structures and phenomena, or current issues in Korea, and that they frequently employed guided writing formats by providing preset ideas or/and contexts for test-takers to write in a guided way; such tendencies were analyzed to shed a negative influence on test-takers displaying their writing ability and creativity, because those topics and preset ideas or contexts provided do not allow them to express their own opinions or positions freely. It is suggested that TOPIK essay-writing questions should be changed to deal with objective and general topics which enable test-takers to write freely and logically in Korean based on their experience, because TOPIK is not a test to check whether they have enough background knowledge about the Korean society and culture, but a test to assess their Korean proficiency.

• 대한지구과학교육학회지
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• 제5권3호
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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.

• Child Health Nursing Research
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• 제14권1호
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• pp.61-70
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• 2008

Purpose: The purpose of this study was to investigate the relationship between high school students' self-differentiation, family function and their level of stress. Method: A questionnaire which consisted of questions on general characteristics of the high school students, and 36 questions on self-differentiation, 17 questions on family function, and 37 questions on level of stress was used to collect the data. Participants were 201 second grade high school students from Bucheon City. Descriptive statistics, T-test, ANOVA, correlation and multiple regression were used with SPSS 10.0 to analyze the data. Results: The mean scores for self-differentiation, family function, and levels of stress were 3.27, 3.39, and 2.61 respectively. The relationship between self-differentiation and level of stress revealed a significant negative correlation. The relationship between self-differentiation and family function showed a significant positive correlation. The relationship between family function and stress level showed a significant negative correlation. Conclusion: The results of the study show that variation in level of stress was related to family regression, recognition/emotional function, family projection, role recognition and emotional support and emotional cutoff which together explained 40.9% of the variance in level of stress.

• 한국콘텐츠학회논문지
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• 제15권12호
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• pp.336-346
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• 2015

본 연구의 목적은 대학생의 학습자 생성 질문수준, 질문과정 및 질문저해요인 간 관계를 파악하기 위함이다. 연구 대상자는 2015년 9월 9일부터 10일까지 D시에 소재하는 일개대학의 대학생을 편의추출 하였으며, 174명을 대상으로 하였다. 자료는 SPSS WIN 21.0 프로그램을 이용하여 빈도, 백분율, 평균 및 표준편차, t-test, ANOVA, Correlation analysis를 분석하였다. 대상자는 개인의 다양한 수준들을 통하여 질문을 생성하게 되면서도 인지적 혼란을 통한 질문생성은 실제질문과 관련함을 알 수 있다. 또한 질문저해요인의 내적요인은 실제질문과 음의 상관관계를 보인다. 즉 대학생의 질문이 잘 표출되기 위해서는 학습자의 질문을 주저하는 외적요인 뿐만 아니라 내적요인을 감소하기 위하여 고민이 필요할 것이다. 또한, 인지적 혼란-질문생성-실제질문의 연계성을 인식하여 교수 개인 차원의 효율적인 교과목 운영이 이루어져야 할 것으로 생각된다.

• 대한예방한의학회지
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• 제18권1호
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• pp.1-10
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• 2014

Objective : This study aimed to investigate the level of friendship perceived by hospital staffs in korean medicine hospitals in Gwangju and relationship between friendship and organizational effectiveness. Method : The subject were 134 hospital staffs in 5 different hospitals in Gwangju. The questionnaire used in this study contained 44 questions about workplace friendship (15 questions), organizational effectiveness (16 questions), social demographic characteristics (8 questions) and others (5 questions). Results : Young woman in their 20s and 30s were major participants (69person, 52.7%), nursing and administrative department(72person, 55%) were dominant division, the person those who have less than 1 year current workplace career(69person, 52.7%) were major group in this study. Participants responded about barriers of friendship at workplace were lack of opportunities for formal or informal meeting and lack of hospital's interest and supporting about human relations among employees at workplace. Both friendship level with superior and friendship level with subordinate were lower than friendship level with colleague. (p=.000) Participants who have higher workplace friendship level, were also higher level at job satisfaction, organizational commitment and lower level at turnover intention, job stress. Especially friendship level with superior had biggest relationship with variables of organizational effectiveness. Conclusion : Participants showed close relationship with friendship degree and organizational effectiveness. We suggest that the CEOs of korean medicine hospital would make their effort to improve friendship level of workers for the rise of organizational effectiveness.

• 한국지구과학회지
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• 제42권2호
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• pp.221-244
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• 2021

국내 과학 교육 발문 연구에 주로 적용되고 있는 Blosser 발문 분류 체계의 제한점을 고찰하기 위하여 연구자가 교사로 참여한 소그룹 프로그램(중학교 1학년 학생을 대상으로 진행) 중, 총 30여 시간에 걸친 수업 대화 과정을 분석했다. Blosser (1973)의 분류 체계에 따라 분류할 때 열린 발문과 닫힌 발문 등의 구분에 어려움이 있었으며, 같은 내용의 발문이라도 맥락에 따라 다른 종류의 발문으로 분류가 되기도 했고, 적절한 분류 구분을 찾기 어려운 발문도 있었다. 또한 학생들의 사고력 향상이나 수업 참여도에 상위수준 발문(열린 발문)이 하위수준 발문(닫힌 발문)보다 항상 효과적인 것은 아니었다. 발문 전에 교사가 어떤 정보를 제공했는지에 따라 발문의 효과가 달라졌으며, 이전의 발문이 다음에 이어진 발문에도 계속 영향을 주는 사례가 많았다. 그러나 현재 국내 과학 발문 연구에서 주로 행해지고 있는 Blosser (1973)의 분류 체계를 따른 연구에서는, 맥락과 전후 발문이 주는 영향은 무시된 채, 각 개별 발문을 인지 수준에 따라 분류하여 상위 수준 발문의 빈도수로 수업의 질을 평가하고 있다. 현재 국내 과학 교육 발문 연구에서 주로 행해지고 있는 상위 수준 발문의 빈도수로 수업의 질을 평가하는 방식은 지양해야 할 것으로 보인다.

• 아동학회지
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• 제22권1호
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• pp.147-162
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• 2001

This study examined the relation between mother-child verbal interaction strategies and children's narrative competence. Forty-eight 4-year-old middle class children(25 girls and 23 boys) and their mothers were observed in their homes. All the children were asked to produce a new story. Mothers used more descriptive statements and questions, more inferential questions and more evaluative questions than children. Children gave more answers and used more negative feedback than mothers. Mother's use of high-mental demanded question and positive feedback strategies were positively correlated with children's level of narrative structure. Mothers' use of inferential and evaluative questions were positively correlated with narrative length. Children's use of high-mental demanded statements and positive feedback strategies were positively correlated with their level of narrative structure and their use of descriptive and high-mental demanded strategies were positively correlated with narrative length.

• 대한화학회지
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• 제54권3호
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• pp.329-337
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• 2010

본 연구는 과학 교사들에게 교과서에 실린 문항에 대한 관심을 높일 뿐 아니라 교과서 문항을 효과적으로 사용할 수 있는 기초 자료를 제공하고자 고등학교 화학II 교과서 8종의 단원 평가 문항을 블룸의 개정된 교육목표 분류틀에 따라 분석하였다. 연구 결과 블룸의 인지 영역에 따른 분류에서는 '이해(44.7%)'에 해당하는 문항이 가장 많았고, '적용(29.9%)', '지식(15.6%)', '분석(9.5%)' 순이었으며 이러한 결과는 일반화학 교재의 단원 평가 문항 분석 결과인 '적용', '분석', '이해' 순으로 되어 있는 것과 뚜렷한 차이를 보였다. 특히 '평가'에 해당하는 문항은 전체 화학II 교과서에서 단 한 문제도 발견되지 않았으며 '종합(0.3%)'에 해당하는 문항도 거의 찾아볼 수 없었다. 한편 '적용'에 해당하는 문항의 대부분이 특정한 계산을 요하는 '양적인 수행'이었으며 '이해' 및 '양적인 수행'에 해당하는 문항의 비율은 분석된 총 문항의 70%에 이르렀다.