원문정보
An Analysis of Teacher's Scientific Questioning in Elementary Science Classes
초록
영어
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.
목차
Ⅰ. 서론
Ⅱ. 연구방법
1. 연구 대상
2. 연구절차
3. 관찰 대상 수업
4. 연구 도구
5. 자료분석
Ⅲ. 연구 결과 및 논의
1. 과학수업 중 과학적 질문의 빈도와 유형
2. 과학수업 중 사용한 단순질문의 유형별 사용 빈도
3. 과학수업 중 사용한 생산적 질문 유형별 사용 빈도
Ⅳ. 결론 및 제언
참고문헌