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Questioning Styles in the Middle School Environmental Textbooks

중학교 환경 교과서에 제시된 질문의 특성

  • Huh, Man-Kyu (Department of Molecular Biology, Dong-eui University) ;
  • Huh, Hong-Wook (Department of Science Education, Pusan National University) ;
  • Moon, Do-Hoo (Department of Science Education, Pusan National University) ;
  • Moon, Sung-Gi (Department of Biology, Kyungsung University)
  • 허만규 (동의대학교 분자생물학과) ;
  • 허홍욱 (부산대학교 과학교육학부) ;
  • 문두호 (부산대학교 과학교육학부) ;
  • 문성기 (경성대학교 생물학과)
  • Published : 2006.09.30

Abstract

The study is conducted to analyze the questioning styles in three middle school environmental textbooks in terms of frequency, type, and placement of questions. It is also to analyse and compare the kinds of scientific processes elicited by the questions in the topics of textbook. The instrument was the Textbook Questioning Strategies Assesment Instrument (TQSAI) which was developed the Cooperative Teacher Preparation Program, University of California. The mean number of questions per topic was 4.0 and the ratio of questions to sentences was 3.8%. The numbers of empirical and non-empirical questions were 52.5% and 47.5% for textbook D, 56.6% and 43.4% for textbook J, and 92.7% and 7.3% for textbook K, respectively. The open-hearted question was the highest in all types of questions for three middle school environmental textbooks. The explanatory question was the highest in all characteristics of questions. The types of various questions were distributed throughout textbooks including the green field, debate-discussion, examination, and so on.

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