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.
초록· 키워드
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This study was done to analyze students’ learning and its lasting effect by teaching strategy involving questioning. This study was performed with 68 students who were enrolled in a physiology class of the Yonsei University College of Medicine in Seoul, Korea, in 2003. The students were randomly divided into 2 groups. One group was taught in a way where students asked questions and the instructor answered the questions. For the other group of students, the instructor asked questions, and the students answered the questions. We performed a pre-test before the study begins and post-tests immediately,3 weeks, and 6 weeks after the study. The results were analyzed by using analysis of covariance and repeated measures analysis of variance. A higher learning effect was observed in a group where questions were asked by students compared with the other group. The post-test results showed no significant difference in the lasting effect of learning according to the teaching strategy. Students’ learning significantly improved when students asked questions and the instructor answered the questions compared with the strategy of the instructor asking questions and students answering to the questions.
목차
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참고문헌 (17)
참고문헌 신청
Ausubel, D.P. / 1978 / Educational psychology: A cognitive view / Rinehart and Winston
Borich, G.D. / 2000 / Effective teaching methods / Merrill
Chi, M.T.H. / 1994 / Eliciting self-explanations improves understanding / Cognitive Science 18 : 439 ~ 477
Guba, E.G. / 1989 / Fourth generation evaluation / Sage Publications
Gulpinar, M.A. / 2005 / Interactive lecturing for meaningful learning in large groups / Med Teach 27 : 590 ~ 594
Borich, G.D. / 2000 / Effective teaching methods / Merrill
Chi, M.T.H. / 1994 / Eliciting self-explanations improves understanding / Cognitive Science 18 : 439 ~ 477
Guba, E.G. / 1989 / Fourth generation evaluation / Sage Publications
Gulpinar, M.A. / 2005 / Interactive lecturing for meaningful learning in large groups / Med Teach 27 : 590 ~ 594
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