Earticle

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

ABSTRACT
 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

키워드

저자

• 이상균 [ Sang-gyun Lee | 안청초등학교 ] 교신저자

참고문헌

발행기관

간행물

표지보기 관심저널 등록

• 간행물명

  대한지구과학교육학회지 [Journal of the Korean Society of Earth Science Education]

• 간기

  계간

• pISSN

  2005-5668

• eISSN

  2289-0386

• 수록기간

  2008~2026

• 등재여부

  KCI 등재

• 십진분류

  KDC 450 DDC 550