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Perception Comparison of Fostering Learner-generated Questions by the Questioning Attitude of Engineering Undergraduate Learners

공과대학생의 질문태도에 따른 학습자 질문 활성화 전략에 대한 인식 비교

  • Jung, Youngsook (School of Liberal Arts and Sciences, Korea Aerospace University) ;
  • Sung, Jihoon (College of Education, Sungkyul University)
  • 정영숙 (한국항공대학교 인문자연학부) ;
  • 성지훈 (성결대학교 사범대학 교직부)
  • Received : 2019.05.07
  • Accepted : 2019.05.23
  • Published : 2019.05.31

Abstract

The purpose of this study is to compare learners' perceptions regarding the processes and the educational effects of fostering learner-generated questions in engineering education according to the questioning attitude of engineering learners. For this, after developing and implementing the appropriate strategies for fostering learner-generated questions in an engineering statistics course, this study analyzed 56 learners' survey responses and used ANOVA to investigate the group differences. The results showed that the educational effects and implications of fostering learner-generated questions were different according to the learners' questioning attitude. The study also confirmed that learners' questioning attitude should be considered as one of the important learner's characteristics in developing and implementing the strategies of fostering learner-generated questions in engineering education. Especially, fostering learner-generated questions produced positive effects on the passive questioning learners but not particularly on the learners who were asking no questions at all in other courses. Learners who asked no questions still have difficulty in generating deep meaningful questions and presenting them and thus require more instructors' strategies and active support for them.

Keywords

Engineering student;Questioning attitudes;Learner-generated questions;Perception comparison

Acknowledgement

Supported by : 한국연구재단

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