Earticle

본 연구의 목적은 혐오와 배제가 더욱 극심화되는 현 상황 속에서 이를 극복하고 환대를 실천하기 위한 기독교교육의 방향을 모색하는 데 있다. 먼저, 혐오의 의미와 배경을 알아보고 이로 인해 야기된 혐오사회의 현상과 문제점들을 살펴보았다. 혐오 의 핵심 관념인 전염성은 경계 긋기 경향으로 이어지며, 사회적 혐오는 일반적으로 사회 집단을 매개로 하여 경계가 정해진다. 경계 안과 밖에 대한 이분법적 사고로 인 해 경계 밖의 사람이나 집단은 혐오의 대상이 될 위험이 크다. 현대사회의 혐오의 본 질은 타자화에 있으며, 경계 긋기를 통해 혐오 대상도, 혐오 주체도 피폐해지며 부정 적인 영향을 끼치고 있다. 현대사회의 다원화와 신자유주의가 낳은 경쟁과 불안으로 야기된 사회적 무시는 혐오 현상의 배경이 되고 있는데, 이는 수치심과 모욕감으로 이어지며 성별, 이주민, 특정 집단이나 종교집단 등에 대한 다양한 혐오의 양상이 나 타나고 있다. 이에 환대 개념에 대한 성서적 이해와 철학적 논의들을 고찰하여 혐오 사회에 맞서기 위한 대안으로 제시하였다. 주인이 손님에게 이름과 국적을 묻지 않고 어떤 경우에도 의무나 조건을 요구하지 않는 무조건적 환대는 타인에게 선택권이 있 는 타자중심적인 것이라고 할 수 있다. 구약성서에서의 나그네에 대한 환대와 나그네 에 대한 환대 명령을 통해 하나님과 이스라엘 백성들의 언약 관계에 나타난 유대인의 정체성이 그들 스스로가 나그네인 동시에 다른 이방인들을 돌보아야 하는 존재였음을 볼 수 있다. 신약성서에서는 예수를 환대의 표본으로 소개하였고, 이는 초대교회로 이 어져 초기 교회 복음 전파에 중요한 요소이자 기독교 세계를 확장하는 기폭제가 되었 다. 타자에 대한 환대는 성서의 핵심이자 기독교 신앙의 핵심이라고 할 수 있다. 이러 한 기독교의 환대 개념을 단초로 하여 포용적 환대와 정의로운 환대를 제안함으로써 경계 긋기에서 경계 넘기로 나아가는 방향을 모색하였다. 포용적 환대는 십자가의 핵 심, 즉 하나님이 자신을 내어주어 자신 안에 공간을 마련하고 초대하셨던 것처럼 환 대의 공간을 마련하는 것이고, 정의로운 환대는 질문하기와 상상하기를 통하여 타인 의 삶을 이해하고 공감하며 주인과 손님의 관계가 변화될 수 있음을 경험하는 것이 다. 경계 긋기의 사회에서 환대적 존재로서 하나님의 환대에 참여하며 환대를 실천하 는 교육을 통해 그 경계를 넘어갈 수 있게 될 것이다.

The purpose of this study is to explore directions for Christian education aimed at overcoming situations of disgust and exclusion and practicing hospitality. First, the meaning and background of disgust were examined, along with the phenomena and issues present in a disgust-ridden society. The contagious nature of disgust leads to boundary-drawing tendencies, where social groups often serve as the medium for defining these boundaries. Due to binary thinking that separates those within and outside the boundaries, individuals or groups outside are at high risk of becoming targets of disgust. The essence of modern social disgust lies in otherization, which impoverishes both the subject of disgust and its target, resulting in negative impacts. Social neglect arising from pluralism and neoliberal competition has further fueled disgust, manifesting as shame and humiliation, and has contributed to the rise of gender-based, migrant-targeted, and group or religious-based disgust. To counter these trends, this study considers biblical understandings and philosophical discussions of hospitality, presenting them as an alternative. Unconditional hospitality, where the host does not ask the guest's name or nationality nor impose obligations or conditions, centers on the other, allowing them freedom of choice. The Old Testament presents hospitality toward strangers as part of the covenantal identity between God and the people of Israel, reflecting their role as both strangers and caretakers of others. In the New Testament, Jesus exemplifies hospitality, which became crucial in the spread of the gospel and the expansion of the Christian world by the early church. Hospitality toward the other lies at the heart of the Bible and Christian faith. Based on this concept of Christian hospitality, the study proposes both embracing hospitality and just hospitality to move from drawing boundaries to crossing boundaries. Embracing hospitality involves making space for others, just as God made a space within himself by giving himself. Just hospitality fosters empathy for the lives of others through questioning and imagining, allowing shifts in the host-guest dynamic. In a society that drawing boundaries, we can move beyond those boundaries through education that practices God's hospitality as a hospitable being.

This paper aims to explore the processes of poetic transformation of Ireland matter in W. B. Yeats and Seamus Heaney and compare the two poets’ characteristics of attitudes to Irish politics. Even though one does not have any idea of their poetic prepositions in their poetry, there can be some understanding of the relationship between each poet’s poetic material and his works of poem. Yeats and Heaney keep distances themselves from Ireland in their poetry as a man does to woman. Some critics’ attacks that the contamination of literary discourse by political statements points to the poetics of Yeats and Heaney, and those attacks are resulted from the notion of the identification of woman with the land, which are the characteristics of these two poets. To the tradition of romantic love poems Yeats admires the Ireland and its people and transforms them into a sort of mythology. That is to speak that love poems and patriotic poems are blended in Yeats. With this point of view one feels in reading Yeats’s poems the period after the Easter Uprising of 1916, like “Nineteen Hundred and Nineteen” or “Easter 1916” and “September 1913,” a terrible new beauty that changes the old political and moral landscape. He struggles to question the situations caused the bloody violences and sacrifices. With this questioning he mystifies the imagined or ideal community. The essential Yeatsian themes and attitudes sound through the earlier works of Heaney. He draws an analogy between the preserved bodies of human sacrifices in the peatbogs of Denmark and corpses on the streets of contemporary Northern Ireland. And He employs gender stereotypes and myths to describe the violent and depressive situations in Ireland in his poems. Sometimes he uses myths, whether of apocalypse or sacrifice. But he always takes a questioning stance toward the power of mythic signification. In “The Tollund Man” the speaker comprehends the transforming and eternalizing power of myth and he also recognizes that power as a ‘blasphemy’ because it averts his, and the reader’s, eyes away from the specific victims and from the horror of the individual violent act. With this focusing on the individual victims, Heaney gives voice to those victims who can no longer speak, not silencing their individual voices on favour of a single voice and eternalizing their mythic power.

The purpose of this study is to analyze teachers' questioning patterns in EFL classes, and propose a new set of classification based on the interaction flow that a question initiates and the teachers' intention of questions in language classroom. Data were collected from five advanced EFL classes. Six categories of teacher questions were observed and two types of interactions following the initial questions were found. The interactions were usually opened by the teacher, which confirmed the general conception, and the types of interactions were mostly chosen by the teacher's preference and the activity the class was doing.

This study investigates teachers’ ability to formulate questions to understand English passages after they had participated in a self-questioning workshop, and what they learnt from the workshop. Three secondary English teachers were involved in the self- questioning workshop in a specific context in Indonesia. The workshop was completed in three sessions comprised of three phases: the priorworkshop assessment, the workshop, and post-workshop assessment. These activities were video, and audio recorded. A case study research design was employed. Data were gathered from generated questions, interviews, observations, and reflective journals during the workshop. The findings reveal that the type of generated questions improved after the workshop, shifting from questions with explicit answers to better questions that require inferences and implicit answers. The teachers perceived the questioning workshop to be beneficial for learning, reflection, and improvement of their teaching. They were able to recognize the importance of high-quality questions, reflect on their teaching practices, and learn practical knowledge including anticipation of challenges they might encounter to implement the workshop for their students. The findings also underline the importance of a supportive environment, such as creating an informal atmosphere and encouraging discussion, as necessary to allow the teachers to fully engage in the workshop.

Penelitian ini menyelidiki kemampuan guru dalam merumuskan pertanyaan untuk memahami bacaan bahasa Inggris setelah mereka berpartisipasi dalam lokakarya pertanyaan mandiri, dan apa yang mereka pelajari dari lokakarya tersebut. Tiga guru bahasa Inggris sekolah menengah dilibatkan dalam lokakarya pertanyaan mandiri dalam konteks di Indonesia. Lokakarya ini dilaksanakan dalam tiga sesi yang terdiri dari tiga tahap: penilaian sebelum lokakarya, lokakarya, dan penilaian setelah lokakarya. Kegiatankegiatan ini direkam dalam bentuk video dan audio. Desain penelitian ini adalah studi kasus. Data dikumpulkan dari pertanyaan-pertanyaan yang diajukan, wawancara, observasi, dan jurnal reflektif selama lokakarya. Temuan menunjukkan bahwa jenis pertanyaan yang dihasilkan meningkat setelah lokakarya, bergeser dari pertanyaan dengan jawaban eksplisit menjadi pertanyaan yang lebih baik yang membutuhkan kesimpulan dan jawaban implisit. Para guru merasa bahwa lokakarya pengajuan pertanyaan bermanfaat untuk pembelajaran, refleksi, dan peningkatan pengajaran mereka. Mereka mampu mengenali pentingnya pertanyaan berkualitas tinggi, merefleksikan praktik mengajar mereka, dan mempelajari pengetahuan praktis, termasuk mengantisipasi tantangan yang mungkin mereka hadapi dalam mengimplementasikan lokakarya ini kepada para siswa mereka. Temuan ini juga menggarisbawahi pentingnya lingkungan yang mendukung, seperti menciptakan suasana informal dan mendorong diskusi, yang diperlukan agar para guru dapat sepenuhnya terlibat dalam lokakarya.

This video study examines teachers’ questioning practices in English language classrooms in Malaysia, and how different types of questions, wait time, and reaction moves influence classroom interaction. The study found that although there was an overarching monologicality across all classrooms, teachers’ questioning practices were not limited to the typical, monologic mixture of display questions, non-existent or short wait time, and/or reaction moves which could obstruct student talk. There were also opportunities for dialogicality initiated through teachers’ employment of referential questions, longer wait time, and/or reaction moves which could facilitate advanced student talk, but monologicality in classroom interaction persisted. Such observation directs our attention to the understanding and further contemplation that nurturing dialogicality is not a mere issue of strategy use.

Moving learning analytics from the research labs to the classrooms, lecture halls, and digital learning spaces requires data sharing. Routine production and consumption of data is no limited to controlled settings as data can be sourced from an increasing diversity of data points and combined or aggregated from these sources within and often beyond the institution. This scaling up of learning analytics raises a host of questions on behalf of the data subjects and therefore informs requirements for design of new solutions and practices. This paper analyses a corpus of more than 250 questions gathered by a European project that organized international workshops and facilitated community exchange. It explores how these questions could inform both the problem space of data sharing and the solution space yet to be fully scoped by research and development within this emerging field. The analysis shows that the discourse on data sharing and big data for education is still at an early stage. Conceptual issues dominate this discourse; however, the elicited questions also hold numerous challenges for technical development and implementation. In concluding we propose a short inventory of what the emerging solution space may entail and suggest a path for further work.

본 연구는 한국 대학 EFL 맥락에서 AI 강화 구조화 탐구 모형이 말하기 수행, 비판적 사고 성향 및 질문 생성 관련 심리 요인에 미치는 영향을 검증하였다. 준실험 혼합연구로, 10주간 수업(N=40)에서 질문 생성 훈련과 AI 매개 리허설을 통합 적용하였다. 분석 결과 말하기 능력은 유의하게 향상되었고(η²p = .336), 비판적 사고성향은 증가하며 질문 불안·체면 우려·권력거리 인식은 감소하였다. 이러한 결과는 AI가 독립적 효과 요인이 아니라 근접발달 영역 내 조절 구조를 재분배하는 매개적 요소로 기능했을 가능성을 시사한다. 그러나 소규모 군집 설계의 한계가 있으므로, 다양한 EFL 맥락에서 일반화 가능성과 인과적 안정성을 검증하기 위한 대규모 후속 연구가 필요하다.

This quasi-experimental mixed-methods study examined an AI-mediated structured inquiry model in a participation-constrained Korean EFL university context. A 10-week intact-class intervention (N = 40), integrating question-generation training, iterative prompt refinement, AI-mediated rehearsal, and structured oral tasks, produced significant gains in CEFR-aligned speaking proficiency (η²p = .336), improvements in critical thinking disposition, and reductions in anxiety and perceived hierarchical barriers. Findings are preliminary and context-specific, suggesting that algorithmically responsive rehearsal embedded within structured inquiry may redistribute regulatory processes in the Zone of Proximal Development and expand functional participation space rather than functioning as an autonomous causal agent, highlighting the importance of instructional configuration over technological determinism. Future large-scale cluster-randomized studies are needed to establish the generalizability and causal stability of these findings across diverse EFL contexts.

In revenge tragedies during the British Renaissance, playwrights exposed hidden evils and secrets and realized the justice by causing the wicked to face punishment. In addition, they concluded their works with ‘open ending’, revealing the problems of society that were maintained at that time. In The Changeling, Thomas Middleton and William Rowley focus on men’s and women’s changes induced by lust, and especially emphasize punishing women by revealing their immorality through their changes. They raise the moral problem of Beatrice-Joanna, one of the most dramatic and steadily changing female characters, to highlight women’s riskiness in the patriarchal society. By punishing the women who disturb the patriarchal system, the society seems to be rearranged and the justice seems to be realized. Through ‘open ending’, however, we have got to know that men can not control women’s morality, men can not properly judge true nature by their incompetence, and the male society has been built on women’s immorality. The playwrights emphasize that social justice or moral justice can not be expected or sustained.

도덕과 교수-학습을 효과적으로 진행하고자 하는 교사는 학습자로 하여금 도덕적 탐구심을 조장하도록 하기 위해 학습할 내용을 인지 부조화 상황으로 조작할 필요가 있다. 인지 부조화란 현재의 인식 대상이 인식주체의 인지구조나 개념에 부합되지 않아서 갈등을 일으키는 현상을 의미한다. 이에 도덕교육의 연구는 도덕적 성장을 촉발시키는 단초로서 인지 부조화에 초점을 맞출 필요가 있다. 도덕과에 있어서 인지 부조화를 유발하는 도덕적 발문의 구체적 전략은 다음 다섯 단계로 제시된다: 첫째, 도덕적 딜레마의 예시를 제공한다. 둘째, 딜레마 상황과 관련하여 맥락적 사실관계와 탈맥락적 사실관계를 제공하여 학생들의 인지적 부조화를 유발한다. 셋째, 도덕적 논의가 이루어지는 상황을 한정하거나 구체화하여 제시하고, 그것을 근거로 딜레마 상황의 각 선택에 따른 결과에 대한 지각을 유도하는 발문을 제공한다. 넷째, 학생들이 딜레마 상황에서 어떠한 선택을 하였을 경우, 그러한 선택으로 인하여 부담하게 되는 책임에 관한 지각을 유도하는 발문을 제시한다. 다섯째, 딜레마의 핵심을 밝혀주는 양립된 입장의 사례를 제시하고, 이를 바탕으로 인지 부조화의 구체적 내용에 초점을 맞추어서 학생들과 도덕적 논의에 임하여 학생들의 인지적 발달을 촉진한다. 이에 도덕과 교사는 교수-학습에 활용할 여러 자료들을 바탕으로 학생들의 도덕적 성장을 위해 동기를 자극하는 인지 부조화 발문을 할 수 있어야 한다.

Teachers who are willing to lead an effective teaching and learning process in Moral Education are needed to control the learning content under situations of cognitive dissonance in order to encourage learners to have moral inquiry. Cognitive dissonance means the state of conflict because the present object of cognition doesn’t conform to the cognitive structure or concept of the agent of cognition. Thus, studies in moral education are required to focus on the cognitive dissonance as an impetus to students’ moral development. Strategies of questioning to prompt cognitive dissonance in moral education are presented in detail with five steps as following: First, provide students with examples of moral dilemma. Second, provoke students’ cognitive dissonance by providing in-context and out-context facts of relevance regarding the dilemmatic situation. Third, present the situation of moral discussion by limiting of specifying it and based on that, provide questions to induce perception for the result of each choice under the dilemmatic situation. Fourth, if the students have made some choice under the dilemmatic situation, present questions to induce their awareness of the responsibilities owing to their decision. Fifth, give major compatible examples of dilemma, stay focused on the specific content of the cognitive dissonance, and promote students’ cognitive development by engaging in moral discussion with the students. Therefore, teachers of moral education are expected to have questioning techniques of cognitive dissonance to motivate students for their moral development with various teaching and learning resources.

이 논문은 텔레비전 문화 속에서 현실과 허구의 혼합을 통해 태어난 리얼리티 프로그램 속에서 독특한 위치를 차지하는 재연(reconstitution)에 초점을 맞춘다. 그 중에서도 전체 프로그램을 재연에 의지하는 다큐멘터리인 다큐픽션(Docu-fiction)을 중심으로, 다큐픽션의 다양한 하부장르들 속에서 재연이 어떻게 허구적인 그럴듯함(verisimilitude)과 다큐멘터리가 추구하는 현실정합성(authenticity)의 논리를 접합하고 있는지 분석한다. 재연 속에서 허구적 과정이 현실정합성을 생산하는 방식은 연기를 하되 다큐멘터리인 것처럼 연기하고, 역사적 배경의 재연은 최대한의 과학적 지식을 도입하여 당대의 현실을 재생하고 사료를 증인으로 택하는 것, 즉 다큐멘터리 장르의 메타 커뮤니케이션을 모방하는 과정을 통해서이다. 또한 이 과정에서 추구하는 앎은 현실에 대한 정보전달보다는 당대를 살아간 인류의 경험의 진정성이다. 이런 차원에서 리얼리티 프로그램 속에서 발전한 재연은 현실을 시뮬레이트하는 일반적 포스트모던 문화양식에 동참하는 또 하나의 문화형식이라고 간주된다.

This article focuses on the reconstitution developed in the Reality programs,which is at the centre of the hybridization process between reality and fiction in the contemporary Television culture. A special attention is paid to the docu-fiction which is a recently formed documentary format, mainly constructed by reconstitution sequences. How the fictional verisimilitude is articulated with the documentary research for authenticity in various sub genres of the docu-fiction? How could a fictional process produce authenticity? Analyses show that it’s by ‘fainting’ documentary in the way of acting; by reconstituting the historically situated environment mobilizing updated scientific knowledge; by giving the role of witness to the archives in the docu?fiction; and finally by imitating documentary’s Meta communication in general. What is pursued in this process is more the sharing of authenticity of the human experience than that of the information/knowledge on such historical reality. This article finally argues that the reconstitution process developed in Reality programs can be understood as a cultural form of reality simulation, which is part of the general post?modern practices of the society.

본 논문은 자신을 ‘신여자’로 정체화했던 나혜석이 자신을 신여자로 주체화하 고, 또 신여자로 자신을 인식하고 구축해가는 과정을 통해 식민지 조선의 신여성 들이 추구했던 ‘新(새로움)’은 어떠한 주체 위치를 가질 수 있었던 개념인가를 추 적하고자 했다. 그래서 나혜석이 1914년에서 1938년까지 쓴 글들을 검토하여 그녀 의 주체 위치가 변화하는 시점들을 구별하고, 각 시점에서 드러나는 주체성이 어 떻게 구성되고 있는가를 검토하였다. 결혼 전까지 나혜석은 순수하게 근대적 주체 인 ‘인간/사람’이고자 하는 계몽적 선각자로 자신을 호명해내고 있었다. 결혼과 출 산의 경험을 통해 그녀는 인간이 되는 것과 여성으로 사는 것의 모순과 실현 불가 능성을 느끼면서 결국 여성의 삶의 조건 그 자체는 근대적 인간 주체로의 자연스 러운 이행을 어렵게 한다는 것을 인식한다. 그래서 여성이 수행하는 성역할을 사 랑과 취미로 행함으로써 여성의 삶을 자유와 자율의 영역으로 전환시킬 수 있다고 보았다. 서구를 경험하고 이혼을 한 후 나혜석은 여성 그 자체로도 인간이 될 수 있다는 것은 알게 되었다고 말하는데, 성차화된 존재로서 인간이 되는 것, 그것이 양성이 조화되는 문명이고 진보라고 보았다. 여자에서 사람이 되고” 다시 “여자가 되는” 나혜석의 근대적 인간관 그리고 자 신의 ‘여성’에 대한 위치성 인식은 식민지 근대의 공간에서 하나의 언어모순이었 고, 인식론적 난관이었다. 그래서 연구자들은 신여성 나혜석의 근대성, ‘新’의 개념 을 논하는데서 성별성이 만들어 내는 ‘새로움’은 완전히 무시되거나, ‘여성’을 주 장하는 부르주아 인식으로 논의에서 제외시켜왔다. 신여성 나혜석의 ‘여성’에 대한 사유는 ‘사람’이라는 근대의 보편론에서 차이화된 존재로서의 여성에 대한 인식으 로 변했다. 또한 이 과정에서 모성, 연애 혹은 성애의 경험은 여성이 세계를 인식 하는데 중요한 매개고리들이고, 성차화된 존재로서 여성을 구성하는 물질적인 기 본 토대들이라고 보았다. 이런 의미에서 여성의 삶에 있어서 남녀관계, 여성 경험 은 여성의 근대 기획이 다루어야하는 가장 중요한 문제였다. 그러나 그것은 근대 를 다루는 남성 지식인들의 계급이나 민족문제와 같은 지위를 가질 수 없었고, 나 혜석의 문제제기는 그녀의 혼외연애 사건 속으로 포섭되어버리면서 규범에 도전 한 시대를 앞선 개인의 무모함으로 사소화되어 왔다.

This paper explores the concept of “newness” for which new women in colonial Choson looked particularly by examining the idea of 'new women' pursued and questioned by Rha Hye-Seok who lived from 1896 to 1948. I have explored all writings written by Rha during 1914-1948 and traced the ways in which her subject positions were constructed; she made three different stages in locating herself with struggling her pursuit of being the modern and the reality of lived experiences of being a woman. I identified the changing points of her subjectivity and explored what made her subjectivity transformed. In the first stage, she interpellated herself as a modern subject insisting that a woman should be a human-being with the will of enlightenment and reasoning ability; in the second stage going through the experiences of motherhood and wifehood she realized the impossibility and contradiction of being a human being and being a woman. Here she contrived the mechanism of modern consciousness to make a woman perform her role not by force but by choice; here she devised the idea of taste and love for women to do her roles derived from biological and social conditions. After travelling back from Europe and America and divorced from her husband, in her third stage, she wrote that she realized she was a woman and was proud of being a women. Without being bothered by her sex, a woman herself could be a human being. As simultaneously dealing with modernity as the universal and sexual difference of women creates epistemological trouble for modern feminist scholarship in Korea, many scholars ignored or underestimate her statement of “I got to learn that I am a woman in Paris” saying that this was an euphemism of her love affairs in Paris. The idea of modern women that Rha Hye-Seok pursued has changed from the universal being of humanity to woman as a sexed being of difference. In doing so, the experience of motherhood, love and sexuality was the medium and foundation for women to understand sexual differences and to be channelled toward the world. Because of this, she thought relationship between a man and a woman and the exploration of women's bodily experience was important agenda for the project of modernity even though gender could not be an agenda for men whose interests focused on class and nationalism in Colonial Choson. As a result, Rha Hye-Seok's agenda that “I am a woman” got incorporated into bourgeois liberal women's personal interest or the anteriority of prominence.

본 연구는 생태환경 보드게임 설계 수업에서 과학 영재 학생과 일반 학생들이 생성한 질문의 특성을 비 교한 것이다. 특히, 질문의 특성을 세 가지 차원(사고 유형, 인지적 복잡성, 개념 수준)으로 분석하여 그 관 계를 탐색하고자 한다. 연구 대상은 B광역시 소재 과 학영재교육원에 재학 중인 초등학교 5학년 학생 20명 과 일반 초등학교 5학년 학생 20명이며, 이들은 총 6차 시의 생태환경 보드게임 설계 수업을 통해 자발적으로 전체 146개의 질문을 생성하였다. 수집된 질문들은 각 각 세 가지 분석틀을 활용하여 사고 유형, 인지적 복잡 성, 그리고 개념 수준에 따라 분류되고, 수치화 되었 다. 질문 분석은 과학교육 전공 교수 1인, 박사 1인, 현직 교사 1인에 의해 독립적으로 수행되었으며, 평가자 간 신뢰도 검증 결과, Cohen’s Kappa 계수가 세 분석틀 모두에서 .80 이상으로 나타나 높은 신뢰도를 확보하 였다. 자료 분석은 일원분산분석(ANOVA), 대응표본 t 검정, Mann–Whitney U검정, Two-step 군집분석 등을 통해 수행되었다. 연구 결과, 첫째, 질문의 인지적 복 잡성과 개념 수준은 학생 집단 간 특성보다는 사고 유 형에 따라 유의미하게 달라지는 것으로 나타났다. 둘 째, 과학영재 학생은 일반학생에 비해 이해 및 통합 유 형의 질문을 더 많이 생성하였다. 셋째, 동일한 질문 유형 내에서 과학영재 학생과 일반 학생이 생성한 질 문의 수준은 인지적 복잡성 및 개념 수준에서 통계적 으로 유의미한 차이를 보이지 않았다. 이는 일반 학생 도 체계화된 질문 훈련을 통해 높은 수준의 질문을 생 성할 수 있음을 보여준다. 이러한 결과는 학생의 고차 원적 질문 생성을 돕기 위해 질문 중심의 수업 환경이 제공되어야 하며, 교수법적 접근을 통한 체계적인 질 문의 훈련이 필요함을 시사한다.

This study compares the characteristics of questions generated by science gifted students and general students during an ecological board game design class. In particular, it aims to explore the relationships among three dimensions of questioning characteristics: cognition type, cognitive complexity, and conceptual level. The participants were 20 fifth-grade students enrolled in a science gifted education center in B Metropolitan City and 20 general fifth-grade students. Through a total of six sessions of ecological board game design, the students voluntarily generated 146 questions. The collected questions were classified and quantified according to the three analytical frameworks: cognition type, cognitive complexity, and conceptual level. Question analysis was independently conducted by one professor in science education, one doctoral researcher, and one in-service teacher. Inter-rater reliability was verified, with Cohen’s Kappa coefficients exceeding .80 across all three frameworks, ensuring high reliability. Data analyses were performed using one-way ANOVA, paired-sample t-test, Mann– Whitney U test, and two-step cluster analysis. The findings of the study are as follows. First, cognitive complexity and conceptual level of questions varied significantly depending on cognition type rather than the student groups (science gifted or general). Second, science gifted students generated more questions of understanding and integration types(in cognition type) compared to general students. Third, within the same cognition type of question, no statistically significant differences were found between the two groups in terms of cognitive complexity and conceptual level. These results suggest that general students are also capable of generating high-level questions through systematic training in questioning. Consequently, the study implies the necessity of providing a question-centered learning environment and adopting instructional approaches that foster systematic training in questioning to promote students’ competency of generating higher level questions.

본 연구는 초등학교 5학년 영재학급 학생들(8명)이 패턴의 일반화 과제를 해결함에 있어 귀납 추론으로 일반식은 추측하였으나 그에 대한 형식적 정당화로 이행하는 과정에서 겪는 어려움을 분석하고 그 해결을 돕기 위한 교사 발문의 역할 모색과 발문 기법 제안을 목적으로 하였다. 학생들의 형식적 정당화를 돕기 위한 교사 발문 목록들을 3차에 걸친 현장 적용을 통해 확인한 결과, 초등학교 영재학급 학생들은 형식적 정당화로 이행을 할 때 정당화를 시도해야하는 이유, 연역적 탐구에 대한 인식 부족, 유연한 탐구 방법에 대한 심리적 저항감으로 인해 어려움을 겪었다. 면담 분석 결과 학생들이 정당화의 필요성과 귀납적 탐구 결과의 한계를 체감할 수 있도록 교사가 태도면에서 출발하여 방법면과 내용면으로 구체화해갈 수 있도록 체계적인 발문을 준비하는 것이 중요함을 확인할 수 있었다. 이에 따라 내용면에서의 4가지와 절차면에서의 3가지 발문 기법을 제안하면서 논의를 바탕으로 발문 일람표와 그 흐름도를 제시하고 교사 발문의 역할이 주는 교육적 시사점을 논의하였다.

Mathematical formal justification may be seen as a bridge towards the proof. By requiring the mathematically gifted students to prove the generalized patterned task rather than the implementation of deductive justification, may present challenges for the students. So the research questions are as follow: (1) What are the difficulties the mathematically gifted elementary students may encounter when formal justification were to be shifted into a generalized form from the given patterned challenges? (2) How should the teacher guide the mathematically gifted elementary students’ process of transition to formal justification? The conclusions are as follow: (1) In order to implement a formal justification, the recognition of and attitude to justifying took an imperative role. (2) The students will be able to recall previously learned deductive experiment and the procedural steps of that experiment, if the mathematically gifted students possess adequate amount of attitude previously mentioned as the ‘mathematical attitude to justify’. In addition, we developed the process of questioning to guide the elementary gifted students to formal justification.

The purpose of this study is to investigate the pattern and characteristics of elementary school teaching and learning processes in science based classes. The study participants' class was recorded in video and instructional conversation transcription. The pattern of the observed class was analyzed using the classification frame suggested by Mogan &Saxton(2006). In result, the questioning for elicit information was most frequent and questioning for shape understanding and the questioning for press for reflection in its priority. In result, the presence of elicited questioning for the attainment of knowledge and understanding is more prominent in science-based classrooms. It was revealed that the participating teachers used the questioning sentence pattern more frequently and the self-sustained inquiry that accelerates creative thinking of the student was lacking. It was discovered that teaching elicited questioning, which accelerates creative thinking, as well as fact confirmation pattern is a necessary element of training for teachers.

본 연구는 한국 아동의 질문 유형 및 내용에 대한 최초의 탐색적 연구로서, CHILDES(The Child Language Data Exchange System; MacWhinney, 2000)에 포함된 세 명의 한국 아동의 2.5세에서 3.5세간의 발화에서 질문 산출의 양상, 같이 대화에 참여한 성인의 답변 양상을 분석하였다. 아동의 질문은 정보 탐색 질문과 비 정보 탐색 질문으로 구분되었으며, 성인의 답변은 설명적인 답변과 비 설명적인 답변으로 구분되었다. 분석 결과 아동들은 성인 양육자와의 상호작용 상황에서 주로 정보 획득을 목적으로 질문하였고, 연령이 증가함에 따라 사건의 원인이나 원리 등에 대해 묻는 질문의 비율도 증가하였다. 아동의 질문에 반응하여 양육자는 설명적인 답변을 설명적이지 않은 답변보다 더 많이 제공하였고, 연령이 증가함에 따라 단순한 답변은 감소하는 반면 비교적 자세한 설명을 제공하는 답변은 증가하였다. 본 연구의 결과는 기존의 서구 아동의 자료와 매우 유사하며, 한국의 아동들도 주로 정보 획득을 목적으로 질문을 사용하고, 성인과의 상호작용에서 질문은 정보를 획득하기 위한 효과적인 전략이 된다는 점을 시사한다.

This study is an attempt to explore types of questions produced by Korean preschoolers. Corpora from three children in The Child Language Data Exchange System(CHILDES - MacWhinney, 2000) were analyzed to understand the types of questions asked by 2.5- to 3-year-old children and the answers given by adults. Questions were divided into information seeking and non-information seeking questions. Furthermore, answers of adult caregivers were classified into explanatory and non-explanatory answers. The results show that children ask questions to receive information, and the percentage of explanatory questions increases as they grow older. Adult caregivers provide explanatory answers more often than non-explanatory answers. These results are similar to those obtained from children in the West, suggesting that Korean children use questions as a means of obtaining information, and asking questions is an efficient way of gaining information from adults who can be informants.

이 연구의 목적은 2022 개정 초등학교 과학과 교사 용 지도서의 5학년 ‘지구와 우주’ 영역 단원인 ｢지층 과 화석｣과 ｢날씨와 우리 생활｣에 제시된 발문을 사고 수준과 교수·학습 목적에 따라 수업 단계별로 분석하여 발문 구성의 경향과 교육적 시사점을 도출하는 데 있다. 이를 위해 검정교과서 5종의 교사용 지도서를 대상으로 발문 유형을 비교·분석하였다. 연구 결과, 첫 째, 두 단원 모두에서 폐쇄적 발문이 가장 높은 비중을 차지하였으며, 개방적 발문은 상대적으로 낮게 나타났 다. 둘째, 수업 단계별로는 도입과 전개 단계에서 폐쇄 적 발문이 우세하였고, 정리 단계에서는 개방적 발문 이 증가하여 학습 내면화와 사고 확장을 유도하는 특 징이 확인되었다. 셋째, 교수·학습 목적 측면에서는 이 해 형성 발문이 가장 높은 비율을 차지하였으며, 정리 단계에서 성찰 촉진 발문의 비율이 증가하는 경향이 나타났다. 반면 도입과 전개 단계에서는 정보 유도 발 문이 상대적으로 많이 활용되어 절차 안내와 사실 확 인 중심의 발문 구조가 유지되고 있다. 이러한 결과는 교사용 지도서가 여전히 지식 확인 중심의 발문 구조 를 유지하면서도 개방적·성찰 촉진 발문을 점진적으로 확대하고 있음을 보여준다. 향후 학생들의 탐구적 참 여와 고차원적 사고를 촉진하기 위해 수업 단계와 교 수·학습 목적을 고려한 다양한 수준의 발문을 균형 있 게 제시할 필요성을 시사한다.

The purpose of this study was to analyze the questions presented in the fifth-grade elementary science teacher’s guides revised in 2022, focusing on the units ｢Strata and Fossils｣ and ｢Weather and Our Lives｣ in the Earth and Space unit, according to cognitive level and instructional purpose across lesson stages, and to identify trends in question composition and their educational implications. Five government-authorized teacher’s guides were selected and comparatively analyzed. The results showed that, first, closed-ended questions accounted for the largest proportion in both units, whereas open-ended questions were used relatively less frequently. Second, by lesson stage, closed-ended questions were predominant in the introduction and development stages, while the proportion of open-ended questions increased in the consolidation stage, indicating a tendency to promote learning internalization and cognitive extension. Third, in terms of instructional purpose, understanding-oriented questions constituted the highest proportion, and the proportion of reflection-promoting questions increased in the consolidation stage. In contrast, information-guiding questions were more frequently used in the introduction and development stages, reflecting a question structure focused on procedural guidance and factual confirmation. These findings indicate that although teacher’s guides continue to maintain a knowledge-verification-oriented questioning structure, they are gradually expanding the use of open-ended and reflection-promoting questions. This suggests the need to provide a balanced range of questions that consider lesson stages and instructional purposes in order to facilitate students’ inquiry participation and higher-order thinking.

This study aims to examine Antigone’ role of raising a question to the state-oriented ideology in Ancient Greek, and analyze what it signifies to women in charge of the private sphere, Oikos. It also explains that Antigone the protagonist’s role as the heroine overwhelming male characters is intended to educate the audience the dynamics: a new public order cannot be realized without respecting the private world when the private world conflicts with the public world. Sophocles’ Antigone presents the problem as a family conflict through the confrontation between Antigone, who wants to protect the private sphere, and Creon, who prioritizes the protection of the state. So Athenian audiences can realistically consider the cause demanded by the state. In it, Antigone serves as a person who raises a question to the ideological coercion of the public world. Antigone shows that a woman’s voice limited to the private sphere awakens the dignity of women and the importance of the realm in relation to national power, even though the work adopts the typical image of women in ancient literature. In the end, this can be regarded as being in line with feminism’s politics of participation in the reality in that the woman educated the public on how to modify and supplement the male-centered political world.