• Journal of Korean Elementary Science Education
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• v.35 no.1
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• pp.1-12
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• 2016

The purpose of this study was to analyze question's patterns in elementary school science teacher's guide books of 5, 6th grade under the 2009 revised curriculum. A modified analysis framework based on Blosser's classified system was used to analyze 1,982 questions extracted from elementary science teacher's guide books by grade, by domain, and by teaching and learning stage. The findings of this study were as follows. First, of the 1,982 questions, the most prominent type of question was the propositional question and the following was the reproductive question. And, in comparing the question's patterns between 5, 6th grade, it was found that 6th grade had higher rate of close typed question, while 5th grade had higher rate of open typed question in its curriculum. Secondly, a comparative study about two domains, material and energy science domain and earth and life science domain, showed that the number of questions of each domain was not much different. However, it was found that propositional questions and applicable questions showed a higher rate in material and energy science domain, and anticipated questions and open typed questions including divergent and evaluative question showed higher rate in earth and life science domain. Moreover, although the total number of questions from integration and my fun research domain's contents was small, the rate of open typed questions was higher than any other domains. Finally, as a result of comparing and analyzing question's pattern in teaching and learning stages, the rate of reproductive question and anticipated questions was high at the stage of introduction. At the stage of development, the rate of propositional and reproductive questions was high. At the stage of conclusion, the rate of synthetic and applicable questions was high.

• Journal of Korean Elementary Science Education
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• v.26 no.2
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• pp.149-160
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• 2007

This study was conducted to investigate the relationships between the patterns of elementary school teachers' explanations and the patterns of students' questions types on scientific phenomena. for the purposes of this study, we collected questions related to scientific phenomena from 255 $3rd{\sim}6th$ students in 2 elementary schools. Classifying the students' questions collected, 20 representative questions for each type were selected. Data regarding teachers' scientific explanation from 62 teachers of 3 elementary schools were also collected. The results of the analysis of the questions for each science field show that the students in the 3rd, 4th, and 5th grades have the most questions regarding biology, and those in the 6th grade have more questions regarding earth science. Regarding question types, object exploration questions and explican exploration questions formed the majority. Moreover, the higher the students' grades, a decrease in the number of conjectural questions and an increase in the number of causal questions were observed. As a result of the analysis of the teachers' explanation, the following explanation types could be discerned; conjecture, hypothesis, prediction, teleological explanation, information given to feed exploration questions, as well as verification and information supply fer verification purposes. There were 4 kinds of relationships between question types and explanation types. One was the explanation fitting to each question type, a second was the explanation with additional content than the question required, a third was where the explanation was inappropriate to the question, and a forth was where the teacher responded that they "don't know." This study, investigating the relationships between questioning as a scientific inquiry process and explanation, will help to promote discussion regarding science classes in elementary school.

• Journal of the Korean earth science society
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• v.27 no.1
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• pp.20-31
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• 2006

This study analysed student teachers' notable questions about the earth science contents in the elementary science textbooks. The contents of notable questions were defined as ‘notable question contents 1' and 'notable question contents 2'. Both the question contorts are contents about which the number of questions is above three times and from two times to three times as much as the mean number of questions per page of each unit respectively. The results are as follows. First, question contents 1 are found as 'clouds observation', 'geological strata formation' and so on. Question contents 2, 'rainfall measurement', 'moon's movement during one night' and so on are found. Second, the number of interrelationships of main terms in questions increased in each question of question contents 1, but 4 term-patterns are found more in question contents 2 than question contents 1. Third, high interrelationship patterns of terms in question contents 1 are 'coal and petroleum-generation', 'metamorphosis-heat and pressure', 'metamorphosis-heat and pressure-metamorphic rocks', 'planet-sun-comet-revolution' and in question contents 2. 'constellation plate-use', 'dryness and wetness hygrometer-principle', 'seismograph-principle-earthquake', 'earth rotation axis-tilting-occurrence', 'dryness and wetness hygrometer-principle-humidity' and so on. The sources of questions analysed in this study are estimated as the content construction system of textbooks, or students' general questions about the earth science contents. If this is the former, the problems in texts and illustrations in textbooks should be articulated and resolved. And if the latter, the elementary science curriculum has to be reconsidered in view of scientific literacy in earth science.

• Journal of Korea Society of Industrial Information Systems
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• v.12 no.1
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• pp.1-8
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• 2007

When confronted with a query, question answering systems endeavor to extract the most exact answers possible by determining the answer type that fits with the key terms used in the query. However, the efficacy of such systems is limited by the fact that the terms used in a query may be in a syntactic form different to that of the same words in a document. In this paper, we present an efficient semantic query expansion methodology based on query patterns in a question category concept list comprised of terms that are semantically close to terms used in a query. The proposed system first constructs a concept list for each question type and then builds the concept list for each question category using a learning algorithm. The results of the present experiments suggest the promise of the proposed method.

• 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 the Korean Society of Costume
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• v.59 no.3
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• pp.67-81
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• 2009

Body shape of a child in elementary school is distinguished by physical differences in the form of low weight, normal weight and obesity, which are influenced by various periodic environments. In particular, there are hardly any patterns for obese children in elementary school to choose. To this end, the purpose of this study is to supplement the problems with the production lines of the companies for children's patterns as well as an analysis on the physical characteristics of obese children and to suggest the patterns appropriate to obese children. This study employed obese children from the 3rd- to 5th-grade elementary school students whose number has been rapidly increasing and conducted a questionnaire regarding the draft of the patterns for obese children on their mothers and the makers of children's clothing. Based on the results, the study compared and analyzed ordinary children's patterns to the patterns in question by suggesting a dimension system for Korean obese children. The results are as follows. The obesity rate of the children in elementary school has been grown in significant numbers every year, whereas obese children's sense of self-identity and degree of satisfaction with their patterns appeared to be much lower than other ordinary children in the peer group; also, the satisfaction level their mothers with their children's patterns appeared to be low. In order to verify the degree of the children's satisfaction with their patterns, the study suggested a dimension system for the obese children and displayed appropriateness by comparing the children patterns from ordinary companies and the patterns in question.

• Journal of the Korean Home Economics Association
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• v.30 no.4
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• pp.231-247
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• 1992

A Study on Maternal Verbal Control Patterns and Children's Recognition against those. The primary objective of the material presented in this dissertation is the analysis of the maternal verbal control patterns. The major focus is given to the differences between maternal verbal control patterns and children's recognition against those. The purspoe of this study were; 1) to investigate the maternal verbal control patterns recognized by children according to their family and personal surroundings; 2) to investigate the verbal control patterns in mother's response according to the differences of family and personal surroundings; 3) to find the differences between children's recognition and maternal verbal control patterns; 4) How the maternal verbal control patterns recognized by children are? The materials of this study were 81(37; boys, 44; girl)) from kindergarten in Seou. The sample of age used in this study was 5 to 7 years old. The test about maternal verbal environment used the question sheet for reaction between mother and children by Gumperz. The kids got interviews with same questions as mothers with question sheet. The statistical tools used is the analysis of the data were frequency, crosstab, and t-test. The result of the study were summarized as follows; 1) The maternal verbal control patterns recognized by children had differences according to whether living with grand-parent or not. Living with grand-parent are more person-oriented than without grand-parent group. 2) The maternal verbal control patterns of mother response show the differences within mother's academic background, present situation of child, and parent's expection to child. The imperative verbal control pattern was more frequently used of low academic background who just fraduate the middle or high school. The personal verbal control pattern was more frequently used of high educational background's like university graduate or more educated group. 3) The differences between maternal verbal control patterns with children's recognition and with mother response is that mother responseis more person-oriented than children's. 4) The imperative verbal control pattern used command, verbal purnishment, and physical purnishment. the status-oriented verbal control pattern used univesal positional appeals and limited positional appeals. The person-oriented verbal control pattern used child-oriented cognitive affective appeals.

• Journal of KIISE:Software and Applications
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• v.30 no.5_6
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• pp.466-475
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• 2003

To build an efficient Question-Answering (QA) system, a question type classifier is needed. It can classify user's queries into predefined categories regardless of the surface form of a question. In this paper, we propose a question type classifier using a Support Vector Machine (SVM). The question type classifier first extracts features like lexical forms, part of speech and semantic markers from a user's question. The system uses $X^2$ statistic to select important features. Selected features are represented as a vector. Finally, a SVM categorizes questions into predefined categories according to the extracted features. In the experiment, the proposed system accomplished 86.4% accuracy The system precisely classifies question type without using any rules like lexico-syntactic patterns. Therefore, the system is robust and easily portable to other domains.

• Journal of Educational Research in Mathematics
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• v.22 no.4
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• pp.619-636
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• 2012

The main purpose of this study was to explore the process of generalization generated by mathematically gifted students. Specifically, this study probed how fourth, fifth, and sixth graders might generalize geometric patterns and represent such generalization. The subjects of this study were a total of 30 students from gifted classes of one elementary school in Korea. The results of this study showed that on the question of the launch stage, students used a lot of recursive strategies that built mainly on a few specific numbers in the given pattern in order to decide the number of successive differences. On the question of the towards a working generalization stage, however, upper graders tend to use a contextual strategy of looking for a pattern or making an equation based on the given information. The more difficult task, more students used recursive strategies or concrete strategies such as drawing or skip-counting. On the question of the towards an explicit generalization stage, students tended to describe patterns linguistically. However, upper graders used more frequently algebraic representations (symbols or formulas) than lower graders did. This tendency was consistent with regard to the question of the towards a justification stage. This result implies that mathematically gifted students use similar strategies in the process of generalizing a geometric pattern but upper graders prefer to use algebraic representations to demonstrate their thinking process more concisely. As this study examines the strategies students use to generalize a geometric pattern, it can provoke discussion on what kinds of prompts may be useful to promote a generalization ability of gifted students and what sorts of teaching strategies are possible to move from linguistic representations to algebraic representations.

• Journal of The Korean Association For Science Education
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• v.30 no.6
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• pp.799-814
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• 2010

This study aimed at developing a set of question cards for fostering deep understanding and encouraging reasoning about fossils and analyze the characteristics of visitors' communication depending on whether to use the question cards in a fossil gallery. Through several steps, a card set consisted of nine generic questions about fossil exhibitions and guidance for using question cards were developed. Data related to visitors' communications were collected from 18 peer groups (from 5th to 9th grade) visiting the fossil gallery of Gwacheon National Science Museum. Visiting groups' interactions were videotape recorded and transcribed. 'Holding time,' the types of 'actions,' and the types of 'conversation' were analysed. Visitors' actions were divided into three categories: ‘look’, 'speech', and 'motion.' Furthermore, visitors' conversations categorized as 'speech' were subdivided into four patterns: 'enumerative,' 'consensual,' 'responsive,' and 'argumentative.' Using the question cards contributes to increase holding time and most of the visiting actions. Most of the conversation patterns also increased except the responsive pattern. In conclusion, using question cards in a fossil gallery could facilitate concentrated and meaningful visits by enhancing active verbal and non-verbal communications between exhibit and visitor or among visitors, encouraging visitors' reasoning about exhibits, and guiding visitors what and how to focus on exhibits.