최소 단어 이상 선택하여야 합니다.
최대 10 단어까지만 선택 가능합니다.
다음과 같은 기능을 한번의 로그인으로 사용 할 수 있습니다.
NTIS 바로가기한국과학교육학회지 = Journal of the Korean association for science education, v.42 no.4, 2022년, pp.383 - 396
In this study, pre-service chemistry teachers' questions in their teaching practices were analyzed considering the context of discourse. Five pre-service teachers participated in the study. Their questions were analyzed by considering various data including class videos, interviews, and teaching-lea...
Biber, D., Johansson, S., Leech, G., Conrad, S., & Finegan, E. (1999). Longman grammar of spoken and written English. Essex, UK: Pearson Education Limited.
Bloom, B. S., Engelhart, M. D., Furst, E. J., Hill, W. H., & Krathwohl, D. R. (1956). Taxonomy of educational objectives: The classification of education goals: Handbook 1: Cognitive domain (Vol. 1). New York, NY: David McKay.
Blosser, P. E. (1973). Handbook of effective questioning techniques. Worthington, OH: Education Associates.
Carlsen, W. S. (1991). Questioning in classrooms: A sociolinguistic perspective. Review of Educational Research, 61(2), 157-178.
Chin, C. (2007). Teacher questioning in science classrooms: Approaches that stimulate productive thinking. Journal of Research in Science Teaching, 44(6), 815-843.
Cho, M., Jang, J., Yoo, J., Kim, S., & Lee, H. (2010). Analysis of questioning used in science classes based on teaching and learning purposes and processes: Two case studies. Journal of Learner-Centered Curriculum and Instruction, 10(2), 407-428.
Cho, Y., & Woo, J. (1998). An analysis of types and characteristics of pre-service elementary school teachers' questioning in demonstrative science lessons. The Journal of Educational Studies, 27, 51-69.
Chung, H. (2021). Exploring middle school students' thinking process in science education program through the use of teacher's questions. (Doctoral dissertion). Ewha Womans University, Seoul.
Chung, H., & Shin, D. (2021). Exploring limitations in applying Blosser's question category system for science. Journal of the Korean Earth Science Society, 42(2), 221-244.
Chung, J. I., Kim, M. H. & Kang, J. H. (2009). A case study of the science class for the gifted by the elementary teachers: Focused on questioning and feedback. Journal of the Society for the International Gifted in Science, 3(2), 125-135.
Chuska, K. (1995). Improving classroom questions: A teacher's guide to increasing student motivation, participation and higher-level thinking. Bloomington, IN: Phi Delta Kappa Educational Foundation.
Cochran-Smith, M., & Lytle, S. L. (1990). Research on teaching and teacher research: The issues that divide. Educational Researcher, 19(2), 2-11.
Duit, R., & Treagust, D. (1998). Learning in science: From behaviourism towards social constructivism and beyond. In B. Fraser & K. Tobin (Eds.), International Handbook of Science Education (pp. 3-26).
Dordrecht, Netherlands: Kluwer Academic Publishers. Eshach, H., Dor-Ziderman, Y., & Yefroimsky, Y. (2014). Question asking in the science classroom: Teacher attitudes and practices. Journal of Science Education and Technology, 23(1), 67-81.
Gallagher, J. J., & Aschner, M. J. (1963). A preliminary report on analyses of classroom interaction. Merrill-Palmer Quarterly of Behavior and Development, 9(3), 183-194.
Gayle, B. M., Preiss, R. W., & Allen, M. (2006). How effective are teacher-initiated classroom questions in enhancing student learning. In B. M. Gayle, R. W. Preiss, N. Burrell, & M. Allen (Eds.), Classroom communication and instructional processes: Advances through metaanalysis (pp. 279-293). Mahwah, NJ: Lawrence Erlbaum Associates.
Ho, D. G. E. (2005). Why do teachers ask the questions they ask? Regional Language Centre Journal, 36(3), 297-310.
Jeong, J. E. (2017). Development and application of teaching-learning materials applying question sheets in high school science to improve scientific creativity. (Doctoral Dissertion). Korea National University of Education, Cheongju.
Jhun, Y. (2021). Analysis of pre-service biology teacher's class applying the science instructional model and question types. The Journal of Korea Elementary Education, 32(2), 223-238.
Jo, I. H., Son, Y.-A., & Kim, D. R. (2012). Analysis of question patterns appearing in teaching demonstrations which applied science teachings model prepared by a pre-service biology teacher. Journal of Science Education, 36(2), 167-185.
Jung, M. S., Chun, M., & Chae, H. K. (2007). The case analysis of teacher's questioning and feedback through verbal interactions in the classes of the gifted in science. Journal of the Korean Association for Science Education, 27(9), 881-892.
Kang, K.-H. (2009). Analysis of difficulties experienced by pre-service secondary science teachers in student-teacher practice. Journal of the Korean Association for Science Education, 29(5), 580-591.
Kang, K.-H. (2017). Effect on pre-service physic teachers' questioning ability according to application of a questioning strategy program - Focusing on question type and wait-time. New Physics: Sae Mulli, 67(1), 56-63.
Kang, K.-H. (2019). The types of questions and the question-answer series presented in pre-service biology teachers' microteaching. Biology Education, 47(2), 107-116.
Kawalkar, A., & Vijapurkar, J., (2013). Scaffolding science talk: The role of teachers' questions in the inquiry classroom. International Journal of Science Education, 35(12), 2004-2027.
Kayima, F. (2016). Question classification taxonomies as guides to formulating questions for use in chemistry classrooms. European Journal of Science and Mathematics Education, 4(3), 353-364.
Kayima, F., & Jakobsen, A. (2020). Exploring the situational adequacy of teacher questions in science classrooms. Research in Science Education, 50(2), 437-467.
Kim, S., Jeon, Y., Kang, H., & Noh, T. (2022). An analysis of pre-service science teachers' reflection of questions during science instruction in teaching practicum. Journal of The Korean Association For Science Education, 42(1), 97-109.
Kim, S., & Lee, H. (2017). Types of questioning revealed in socioscientific issues (SSI) classes for elementary students. Journal of LearnerCentered Curriculum and Instruction, 17(22), 305-324.
Lee, J.-H., Kim, D.-J., Hwang, H.-S., Park, S.-Y., Baek, I.-H., & Park, K.-T. (2010). Comparative analysis of verbal interaction between teachers and students for the gifted and the general science class in middle school. Journal of Gifted/Talented Education, 20(3), 721-741.
Louca, L. T., Zacharia, Z. C., & Tzialli, D. (2012). Identification, interpretationevaluation, response: An alternative framework for analyzing teacher discourse in science. International Journal of Science Education, 34(12), 1823-1856.
Maskiewicz, A. C. (2015). Navigating the challenges of teaching responsively: An insider's perspective. In A. D. Robertson, R. E. Scherr, & D. Hammer (Eds.), Responsive teaching in science and mathematics (pp. 123-143). New York, NY: Routledge.
Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass.
Nieminen, J. H., Asikainen, H., & Ramo, J. (2021). Promoting deep approach to learning and self-efficacy by changing the purpose of selfassessment: A comparison of summative and formative models. Studies in Higher Education, 46(7), 1296-1311.
Noh, T., Yoon, J., Kim, J., & Lim, H. (2010). Pedagogical content knowledge factors considered by pre-service elementary teachers in planning and implementing of science teaching demonstration. Journal of Korean Elementary Science Education, 29(3), 350-363.
Redfield, D. L., & Rousseau, E. W. (1981). A meta-analysis of experimental research on teacher questioning behavior. Review of Educational Research, 51(2), 237-245.
Robertson, A., Richards, J., Elby, A., & Walkoe, J. (2015). Documenting variability within teacher attention and responsiveness to the substance of student thinking. In A. D. Robertson, R. Scherr, & D. Hammer (Eds.), Responsive teaching in science and mathematics (pp. 227-248). New York, NY: Routledge.
Ruiz-Primo, M. A., & Furtak, E. M. (2006). Informal formative assessment and scientific inquiry: Exploring teachers' practices and student learning. Educational Assessment, 11(3), 237-263.
Samson, G. E., Strykowski, B., Weinstein, T., & Walberg, H. J. (1987). The effects of teacher questioning levels on student achievement: A quantitative synthesis. The Journal of Educational Research, 80(5), 290-295.
Sanders, R. E. (1993). The art of effective trainer questioning. ISA Transactions, 32(1), 19-21.
Song, J., Joung, Y., Martin, S., Na, J., Chang, J., & Kim, D. (2018). Classroom and culture: Understanding the science classroom culture of East Asia. Seoul: Bookshill.
Stake, R. E. (2013). Multiple case study analysis. New York, NY: Guilford press.
Turner, J. C., & Meyer, D. K. (2000). Studying and understanding the instructional contexts of classrooms: Using our past to forge our future. Educational Psychologist, 35(2), 69-85.
Wellington, J., & Osborne, J. (2001). Language and literacy in science education. Buckingham, UK: Open University Press.
Winne, P. H. (1979). Experiments relating teachers' use of higher cognitive questions to student achievement. Review of Educational Research, 49(1), 13-49.
*원문 PDF 파일 및 링크정보가 존재하지 않을 경우 KISTI DDS 시스템에서 제공하는 원문복사서비스를 사용할 수 있습니다.
Free Access. 출판사/학술단체 등이 허락한 무료 공개 사이트를 통해 자유로운 이용이 가능한 논문
※ AI-Helper는 부적절한 답변을 할 수 있습니다.