• Title, Summary, Keyword: Questioning Strategies Assesment Instrument

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Questioning Styles in the Middle School Environmental Textbooks (중학교 환경 교과서에 제시된 질문의 특성)

  • Huh, Man-Kyu;Huh, Hong-Wook;Moon, Do-Hoo;Moon, Sung-Gi
    • Journal of Environmental Science International
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    • v.15 no.9
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    • pp.907-912
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    • 2006
  • 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.

A Study on Characteristics of Questions Presented in Chemistry Parts of Middle School Science Textbooks (중학교 과학 교과서의 화학분야 단원에 제시된 질문의 특성에 관한 연구)

  • Huh, Man-Kyu;Oh, Yung-Hee
    • Journal of the Korean Chemical Society
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    • v.55 no.1
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    • pp.124-131
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    • 2011
  • This study is conducted to analyze the questioning styles of the parts of chemistry in 17 middle school science textbooks in terms of frequency, types, and placement of questions. The instrument was the Textbook Questioning Strategies Assessment Instrument (TQSAI) developed by the Cooperative Teacher Preparation Program, University of California in 1975. An averaged ratio of questionings/sentences (Q/S) of seventeen textbooks was 13.6% varying from 6.8% to 19.7%. Various question types were used in titles, early and middle steps in the sections except late steps. The comprehending questions were most frequent in the types of inquiry courses and the focusing questions were most frequent in the characteristics of instructional courses. The percentages of empirical questions for the total numbers of questions were slightly larger than nonempirical questions with values of 54.2% and 45.8%, respectively.