This study is designed to understand the student’s questioning behaviors and the hindrance factors in the teacher-led middle school’s social studies class with the purpose of making the class environment where the students are encouraged to make active questions and the active learning can be made. ...
This study is designed to understand the student’s questioning behaviors and the hindrance factors in the teacher-led middle school’s social studies class with the purpose of making the class environment where the students are encouraged to make active questions and the active learning can be made. The following topics are handled to achieve this purpose. First, the study was made to know how the student’s questioning activities are conducted in the social studies class in the middle school. Second, the study was made on the factor hindering the student’s questioning at the social studies class in the middle school, thus suggesting the method of facilitating the student’s questionings.
The data for this study was collected from 59 third-year students attending A Middle School and 52 second-year students attending B Middle School located in Chungcheongbuk-do. The Classroom Climate was measured for each student and two classes to select two classes from each school for the research. The research was performed targeting on the social studies classes in the selected four classes for 4 weeks. All classes were recorded by the video recorder and the semi-structured in-depth interview was added to collect the data. The results can be summarized as follows.
First, there were no many questions in the social studies classes and there was no uniform frequency in the questionings in each class by hour. There were the questions made by the students when there was any visual or audio data which caused the interest from the student in the class, there was any issue related to the student’s daily life, there is any scientific issue which causes the curiosity from the students or there is any current issue. It means that although there were not many questions in the social studies class, the student made the questions when there were any topic or issue which causes the interest from the students in the class.
Second, although the response to the student’s questions varies depending on the type of question, the teachers made the simple answer or insufficient explanation to the student’s questions, and the others showed the laughter, scoff or irritation against the questioning student who made the simple and easy-to-understand questions. The insufficient explanation of the teachers and the other student’s negative reaction made the negative impact on the questioning.
Third, the hindrance factors in the student’s questions in the social studies classes can be classified into the student’s personal factor, teacher-led class factor, strict classroom climate factor and social studies subject factor. It was found that the student’s lack in the conviction due to the inactive propensity and the tiredness and lack in passion for the students in their school life are the main causes of student’s personal factor. The teacher-led factor includes the teacher’s negative reaction to the student’s question, the fast-going lecture led by the teacher, and the unilateral lecture method adopted by the teacher. The classroom climate factor includes the other student’s negative reaction to the question and the strict classroom mood due to the dense population. The social studies subject factor was caused by the perception by the students that the social studies are to be memorized, the student’s lack in the knowledge of general social studies, and the shallow immersion of students in the social studies class.
Based on the hindrance factors against the student’s questioning, the following methods are suggested to promote the student’s questioning activities in the social studies class.
First, it is required for the teachers to give the chance to the student so that the students can actively make questions. In addition, the teachers shall make the active answers and positive responses to the student’s questions and make efforts to make the easy-to-communicate mood in a way that the students can make questions in an easy and comfortable way.
Second, the classroom environment shall be made in a way that the student can easily make questions without considering the possible other student’s negative reaction to the questions. For this, the students shall have to grow the habit in which they respect other people’s opinion and listen to it.
Third, it is required to give more chance of student’s communicating with each other during the class. If there are more chances of communication between students, the student would share the questions with students next to him and try to jointly solve it.
Forth, the teacher and the student shall be removed of their burden of progressing the class fast. Instead of the class method in which the simple transfer of knowledge and the memorizing lecture method are used, the class shall focus on the sharing and exchanging of various opinions on one topic. If the class is conducted in that way, the students would be more encouraged to make questions.
key words : Student’s Questioning Behaviors.
Student’s Questioning Hindrance Factors.
This study is designed to understand the student’s questioning behaviors and the hindrance factors in the teacher-led middle school’s social studies class with the purpose of making the class environment where the students are encouraged to make active questions and the active learning can be made. The following topics are handled to achieve this purpose. First, the study was made to know how the student’s questioning activities are conducted in the social studies class in the middle school. Second, the study was made on the factor hindering the student’s questioning at the social studies class in the middle school, thus suggesting the method of facilitating the student’s questionings.
The data for this study was collected from 59 third-year students attending A Middle School and 52 second-year students attending B Middle School located in Chungcheongbuk-do. The Classroom Climate was measured for each student and two classes to select two classes from each school for the research. The research was performed targeting on the social studies classes in the selected four classes for 4 weeks. All classes were recorded by the video recorder and the semi-structured in-depth interview was added to collect the data. The results can be summarized as follows.
First, there were no many questions in the social studies classes and there was no uniform frequency in the questionings in each class by hour. There were the questions made by the students when there was any visual or audio data which caused the interest from the student in the class, there was any issue related to the student’s daily life, there is any scientific issue which causes the curiosity from the students or there is any current issue. It means that although there were not many questions in the social studies class, the student made the questions when there were any topic or issue which causes the interest from the students in the class.
Second, although the response to the student’s questions varies depending on the type of question, the teachers made the simple answer or insufficient explanation to the student’s questions, and the others showed the laughter, scoff or irritation against the questioning student who made the simple and easy-to-understand questions. The insufficient explanation of the teachers and the other student’s negative reaction made the negative impact on the questioning.
Third, the hindrance factors in the student’s questions in the social studies classes can be classified into the student’s personal factor, teacher-led class factor, strict classroom climate factor and social studies subject factor. It was found that the student’s lack in the conviction due to the inactive propensity and the tiredness and lack in passion for the students in their school life are the main causes of student’s personal factor. The teacher-led factor includes the teacher’s negative reaction to the student’s question, the fast-going lecture led by the teacher, and the unilateral lecture method adopted by the teacher. The classroom climate factor includes the other student’s negative reaction to the question and the strict classroom mood due to the dense population. The social studies subject factor was caused by the perception by the students that the social studies are to be memorized, the student’s lack in the knowledge of general social studies, and the shallow immersion of students in the social studies class.
Based on the hindrance factors against the student’s questioning, the following methods are suggested to promote the student’s questioning activities in the social studies class.
First, it is required for the teachers to give the chance to the student so that the students can actively make questions. In addition, the teachers shall make the active answers and positive responses to the student’s questions and make efforts to make the easy-to-communicate mood in a way that the students can make questions in an easy and comfortable way.
Second, the classroom environment shall be made in a way that the student can easily make questions without considering the possible other student’s negative reaction to the questions. For this, the students shall have to grow the habit in which they respect other people’s opinion and listen to it.
Third, it is required to give more chance of student’s communicating with each other during the class. If there are more chances of communication between students, the student would share the questions with students next to him and try to jointly solve it.
Forth, the teacher and the student shall be removed of their burden of progressing the class fast. Instead of the class method in which the simple transfer of knowledge and the memorizing lecture method are used, the class shall focus on the sharing and exchanging of various opinions on one topic. If the class is conducted in that way, the students would be more encouraged to make questions.
key words : Student’s Questioning Behaviors.
Student’s Questioning Hindrance Factors.
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#학생 질문활동 학생 질문 저해 요인
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