• Journal of Korean Elementary Science Education
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• v.26 no.5
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• pp.551-557
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• 2007

The purpose of this study was to examine the questions in the 'Matter' units of elementary science textbooks under the 7th curriculum. For the analysis, a total of 338 questions were extracted from 15 units. Six criteria (recalling, recognizing, predictive, applied, divergent, and evaluative question) were reconstructed for textbook question analysis based on Blosser(1973)'s question category system for science. The results were as follows. First, there were more closed (recalling, recognizing, predictive, or applied) questions (72.2%) than open (divergent or evaluative) questions (27.8%) in elementary science textbooks. Second, cognitive-memory (recalling or recognizing) question type was the most frequently asked in all grade levels. Open (divergent or evaluative) questions increased according to grade level whereas convergent (predictive or applied) questions decreased. Third, question types were applied based on the characteristics of each unit rather than on children's developmental characteristics. Educational implications were discussed based on the results.

• Speech Sciences
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• v.10 no.2
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• pp.319-338
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• 2003

The aim of this paper is to examine the sentence final tonal patterns of English wh-questions through phonetic experiments, based on Intonational Phonology, and to explain the meaning of the final phrase tones of English wh-questions. Pierrehumbert and Hirschberg (1990) suggested that it is pitch accents rather than boundary tones which play a crucial role in the meaning of a sentence, and that most of the general questions have H-H% tonal patterns in the sentence final. However, they could not explain why wh-questions had final falling tonal patterns (L-L%). While Bartels (1999) suggested that L phrase tone has the meaning of 'ASSERTION' and it could be applied to the explanation of the meaning of wh-questions' final tonal patterns. However, her suggestions are only theoretical explanation without any experimental support. In this paper, based on Bartels (1999), the data was classified into the following three classes: 1) echo wh-questions, 2) reference questions, and 3) common wh-questions. Using this data, a production test by three English native speakers was conducted. The results show that reference questions and common wh-questions have L phrase tones in the sentence final at a high rate, and echo wh-questions have H phrase tones in the sentence final at a high rate.

• Journal of Korean Elementary Science Education
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• v.31 no.3
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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.

• Journal of Science Education
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• v.36 no.2
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• pp.167-185
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• 2012

This study aimed at finding points of improvement in teaching expertise by analyzing the question patterns that appeared during teaching demonstrations which applied science teaching models prepared by a pre-service biology teacher. The question analysis frame for analyzing question types were categorized largely into the question types of Category 1 (questions in cognitive domain, questions with research function, questions in affective domain), Category 2 (repeated questions, questions for narrowing the range, practice questions), and Category 3 (questions on student activity progress, memory questions, and thinking questions). The results of analyzing question patterns from five different science teaching models revealed a high frequency of questions in the fields of cognition and memory. For the circular learning model, questions from the cognitive field appeared the most often, while, student activity progressive questions in particular were used mostly in the 'preliminary concept introduction stage' of the circular learning model and the 'secondary exploratory stage', in which experiments were conducted, and displayed the characteristics of these stages. The discovery learning model combined the courses of observation, measurement, classification and generalization, but, during teaching demonstrations, memory questions turned up the most, while the portion of inquisitive function questions was low. There were many questions from the inquisitive learning model, and, compared to other learning models, many exploratory function questions turned up during the 'experiment planning stage' and 'experiment stage'. Definitional questions and thought questions for the STS learning model turned up more than other learning models. During the change of concept learning model, the five concepts of students were stimulated and the modification of scientific concepts was very much aided by using many memory questions.

• Journal of Fashion Business
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• v.23 no.3
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• pp.1-9
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• 2019

The purpose of this study was to develop questions for fashion design development, by applying 7 elements of the scamper to the fashion design elements, and to present a scamper checklist of fashion design elements, and item structures. In this study, the scope of research was limited to clothing design among various fashion products, and among various design development stages. Fashion design development focusing on design sketching, was limited to the research scope. The research method was based on an empirical study that derived scamper questions through FGI (Focus Group Interview), consisting of 5 fashion experts. Fashion design elements applied to development of scamper questions consisted of silhouettes, constructive lines, structural details, decorative details, patterns and textures of fabrics, and item structures, derived by applying these elements to the individual 7 elements of the scamper: substitute, combine, adjust, modify, put to other uses, eliminate, and reverse. Results of the study included 7 questions for substituting, 8 questions for combining, 6 questions for applying, 15 questions for modifying, 4 questions for putting to other uses, 4 questions for eliminating, and 7 questions for reversal. The scamper checklist for fashion design elements and item structures drew to 5 lists of silhouette variations, 7 lists of constructive line variations, 11 lists of structural detail variations, 10 lists of decorative detail variations, 11 lists of fabric variations, and 9 lists of structural modifications of items.

• 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.

• Journal of Korean Home Economics Education Association
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• v.22 no.1
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• pp.97-115
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• 2010

The purpose of this study was to analyze the frequency, level, and location of Bloom's cognitive domain questions in the middle school home economics(HE) text books applied to the 7th curriculum. Analyzed textbooks were selected 15 textbooks per a grade produced from 5 publishing firms. The result of this study followed: First, the biggest number of questions belonged to Bloom's cognitive domain in HE: text was in 1st grade (36.9%), following 2nd(33.6%) and 3th(29.5%). Most questions the HE textbooks according to Bloom's cognitive domain consisted of those about the understanding(28.9%), application(28.3%) and knowledge(21.8%). Second, in case of the location of questions, the subcategory of Questions after Reading occupied 49.2% of all in Bloom's cognitive questions, the case of Questions During Reading was 36.7%, and the subcategory of Questions Before Reading was 14.1%. The rate of understanding questions was the highest as 43.2% in the Bloom's cognitive domain, and the application questions' rate were 28.4%. Analyzed the questions located in questions, the result showed that application-level questions in textbooks were the highest with 36.7%, Regarding to the questions located after Reading, the knowledge question occupied the highest with 33.4%, and next was the understanding questions(26.8%), following the application questions(21,7%).

• Journal of The Korean Association For Science Education
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• v.38 no.3
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• pp.319-329
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• 2018

Research Projects allow students to experience of scientific research by conducting experiments on specific scientific subjects and writing reports. The process of research begins as students find and propose research questions and its importance has been consistently emphasized. In this study, we developed various strategies to support students to draw research questions and applied to each phase. We analyzed how students' research questions were developed at different phases. The program consists of five phases, such as (1) Exploration, (2) Literature Review and Data Collection, (3) Modification and Extension, (4) Sharing and Evaluation, (5) Final Selection and Research Plan. The program was applied to high school Research Project for 12 hours. A total of 13 students were divided into four groups of 3-4 students and conducted researches. The results of each student's research process and final research plans were then collected and analyzed. The overall quality of research questions produced by the students showed improvement in each phase. Each strategy improved in various aspects of the research questions at each level. Students were able to find their own area of interest in the 'Exploration' phase and then they began to suggest verifiable plans in the 'Literature and Data Collection' phase. They were able to find a variety of variables under the 'Modification and Extension' phase, whereas the precision of research questions improved in the 'Sharing and Evaluation' and the 'Final Selection and Research Plan' phase.

• Hwankyungkyoyuk
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• v.23 no.4
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• pp.96-111
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• 2010

The purpose of this study is to develop criteria that can evaluate the application and implementation process of Education for Sustainable Development (ESD). The subject of study is: What are the criteria to evaluate the degree of implementation of ESD in schools, and how can they be developed? In addition, the criteria questions for ESD were conducted by teachers from research and model schools in T city which applied ESD in school education. As a result, evaluation criteria questions have 3 major, 16 medium and 105 minor categories, which can evaluate ESD in school education by using a total of four kinds of analysis framework including the ESD criteria questions of ENSI (Environment and School Initiatives).

• Journal of Korean Elementary Science Education
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• v.37 no.4
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• pp.455-465
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• 2018

The purpose of this study is to investigate the effect of 'strata-fossils' STEAM program with questions on the academic achievement, creative problem-solving ability and scientific interests of elementary students. For this purpose, the STEAM program with questions was developed and applied to the third and fourth graders in elementary school. As a result, the academic achievement, creative problem-solving ability and scientific interests of the group applying the program showed a significant improvement in the post-test than the pre-test. The result of learner satisfaction survey of the STEAM program was also high. This means that the STEAM program class with questions for 'strata-fossils' could be meaningful works to encourage students' academic achievement as well as their creative problem-solving ability and scientific interests. Therefore, it seems necessary to apply for other themes in elementary science continuously.