지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2012.1
- 수록면
- 287 - 296 (10page)
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초록· 키워드
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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.
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참고문헌 (21)
참고문헌 신청
Clough, M. P. / 1999 / Modified SATIC coding sheet / IOWA State University
Cole, P. G. / 1987 / Teaching Principles and Practice / Prentice Hall of Australia Pty Ltd
Duschl, R. A. / 1997 / Strategies and challenges to changing the focus of assessment and instruction in science classrooms / Educational Assessment 4 (1) : 37 ~ 73
Elstgeest, J. / 2001 / The right question at the right time, In Primary science: Taking the plunge / Heinemann
Friedman, R. C. / 1996 / Differentiating instruction for high-achieving/gifted children in regular classroom: A field of gifted education models / Journal for Education of G
Cole, P. G. / 1987 / Teaching Principles and Practice / Prentice Hall of Australia Pty Ltd
Duschl, R. A. / 1997 / Strategies and challenges to changing the focus of assessment and instruction in science classrooms / Educational Assessment 4 (1) : 37 ~ 73
Elstgeest, J. / 2001 / The right question at the right time, In Primary science: Taking the plunge / Heinemann
Friedman, R. C. / 1996 / Differentiating instruction for high-achieving/gifted children in regular classroom: A field of gifted education models / Journal for Education of G
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