• Title, Summary, Keyword: question analysis

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The Analysis of Students' Pre-inquire related to Elementary Science Curriculum Contents (초등과학 학습내용과 관련된 학생의 사전질문 분석)

  • Kang, Hountae;Noh, Sukgoo
    • Journal of Korean Elementary Science Education
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    • v.36 no.4
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    • pp.331-345
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    • 2017
  • The purpose of this study is to collect and analyze the student's pre-inquire and to obtain information on how to use the teaching-learning process. The specific research problem is to confirm the level of the student's pre-inquire, to identify the characteristics of each type, and to check what pre-inquire can be used in the teaching-learning process. The research was conducted on 149 children in the $3^{rd}$ and $4^{th}$ grade of elementary school, and collected a total of 2,034 inquires. As a result of analyzing three times, the students' pre-inquires accounted for 90% of Level 2 and Level 3, which are the inquires that give meaningful answers in the teaching-learning process. These results show that the pre-inquires presented before the students take up the new lesson are not low-level inquires and they can present meaningful inquires that can be used for teaching-learning. Next, as a result of analyzing the student's inquire by type, the factual question was the largest with 50%, followed by comprehension question, procedural question, application question, and prediction question. The factual and procedural questions showed that they could be used as learning activities during the teaching-learning process. Comprehension questions included in the wonderment question can be used as a learning question. And the application question is a question that can be applied to deepening activities, and the prediction question can be used in the inquiry and experiment process of learning activities.

Experimental Analysis of Correct Answer Characteristics in Question Answering Systems (질의응답시스템에서 정답 특징에 관한 실험적 분석)

  • Han, Kyoung-Soo
    • Journal of Digital Contents Society
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    • v.19 no.5
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    • pp.927-933
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    • 2018
  • One of the factors that have the greatest influence on the error of the question answering system that finds and provides answers to natural language questions is the step of searching for documents or passages that contain correct answers. In order to improve the retrieval performance, it is necessary to understand the characteristics of documents and passages containing correct answers. This paper experimentally analyzes how many question words appear in the correct answer documents, how the location of the question word is distributed, and how the topic of the question and the correct answer document are similar using the corpus composed of the question, the documents with correct answer, and the documents without correct answer. This study explains the causes of previous search research results for question answer system and discusses the necessary elements of effective search step.

Connectivity Effects and Questions as Specificational Subjects

  • Yoo, Eun-Jung
    • Language and Information
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    • v.10 no.2
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    • pp.21-45
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    • 2006
  • Connectivity effects have been central issues in dealing with specificational pseudoclefts. While syntactic approaches motivate their analysis in order to explain connectivity effects in terms of a connected clause, these accounts have numerous problems including a wide range of anti-connectivity effects that constitute crucial counterevidence. On the other hand, semantic accounts of connectivity effects treat BV and BT connectivity by independent interpretive mechanisms providing a more fundamental explanation for connectivity effects. Yet existing semantic accounts have limitations in explaining syntactic properties and syntactic connectivity effects in SPCs, and in accounting for BV anti-connectivity effects in English. Focusing on BV connectivity, this paper explores how the relevant (anti-)connectivity facts can be accounted for by an analysis that provides both an elaborate syntactic analysis of SPCs and a semantic mechanism for bound anaphora. Based on Yoo's (2005) non-deletion based, question-answer pair analysis of SPCs, this paper shows that a functional question analysis of a specificational subject, when combined with a theory of operator scope and a non-configurational condition on bound anaphora, can explain various BV (anti-)connectivity patterns in SPCs and related constructions.

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Analysis of Characteristics of Question Generated in Learning Science by Presenting Method of Question Phenomena (의문 상황 제시 방법에 따라 과학 학습에서 생성된 의문의 특성 분석)

  • Kwon, Hae-Yong;Byeon, Jung-Ho;Lee, Il-Sun;Kwon, Yong-Ju
    • Journal of Science Education
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    • v.37 no.3
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    • pp.513-524
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    • 2013
  • The purpose of this study is to provide the proper methods of presenting question materials for generate of various question by comparing type, level, objectivity, manipulation of question in the presenting methods of question phenomena. I selected and showed actual objects, movies, and photographs as ways of presenting question materials, to each of which three question tasks were assigned. The generated questions by students were compared. The results showed that the question of conjectural, predictive, methodological, exploratory, verificational, qualitative, quantitative, simple-manipulative, pre-manipulative questions turned out to have significantly higher average frequencies in the cases of the presentation of photographs and movies than in the cases of the presentation of actual objects. However, the question of post-manipulative questions turned out to have significantly higher average frequencies in the cases of the presentation of actual objects than in the cases of the presentation of photographs and movies. and There were no significant differences between individual methods of question task presentation in average frequencies with respect to causal and methodological, subjective questions. Thus, we have learned from this that methods of presenting question phenomena had influence on the students' question. This suggests that we should consider forms of presentation of question materials in planning the teaching-learning of question.

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A Study on the Analysis of Teachers' Questions in the Korean Classroom for Academic Purposes-Focusing on Problem-Based Instruction (학문 목적 교양 한국어 수업에서의 교사 질문 분석 연구 -문제 중심 수업을 중심으로-)

  • Kong, Harim
    • Journal of Korean language education
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    • v.29 no.3
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    • pp.1-24
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    • 2018
  • The purpose of this study was to analyze teachers' questions in the actual general Korean classroom for academic purposes and identify types of questions. The results of the question analysis by type identified 713 teacher's questions in total: echoic questions made up 41% while epistemic questions were 19.3% and expended question turned out to make up 39.7%. 'Comprehension check questions' were 29%, which was a major part in the echoic question. 'Referential questions' were a major part in the epistemic question. Also, the research discovered that 'knowledge integration' questions held the largest majority in expended questions. Since the teacher-led lecture was often conducted in the problem-presentation stage, the percentage of Echoic question was high; and moreover, the problem-solving stage promoted to come up with more improved solutions of the problem. In the outcome and presentation stage, it was discovered that the questions aimed to check understanding of content in the subject and expand thoughts. Therefore, it is necessary to develop strategies for teacher's questions by phase and further conduct research on the interaction between learners and teacher's questions in the future.

Analysis on Teachers' Perception of Questioning and Teaching Practices in Elementary Science Class (초등 과학 수업에서 나타나는 교사의 발문에 대한 인식과 실제 수업 분석)

  • Choi, Chui-Im;Cho, Min-Jung;Yeo, Sang-Ihn
    • Journal of Korean Elementary Science Education
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    • v.31 no.1
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    • pp.57-70
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    • 2012
  • We investigated the perception and preferred type of question and analyzed type of questions asked by teachers in elementary science class to identify how teachers' perception of questioning is reflected in teaching practices. We collected the data from questionnaires, deep-interview and audiotaped four classes from grade 3 and six classes from grade 6. The data form deep-interview were analyzed interpretively and Blosser' framework of question was used to analyze questions which teachers used in classes. By interpretation of data from questionnaires, the teachers agreed that questioning affects science class in elementary school. There were a little differences in perceptions of questioning among three teachers. They preferred various types of question rather than a specific type. They didn't have a good understanding of questioning. The result showed that the teachers used frequently cognitive-memory question and convergent thinking question, which belonged to closed questions in their science classes. This didn't accord with their preferred types of question. The causes came from objectives of science instruction, degree of understanding about questioning, preference and confidence for science class. From this findings, we suggested that teachers should be given opportunities to take training courses in questioning in order to use effective questioning in science class.

Acoustic Features Determining the Comprehension of Wh and Yes-no Questions in Standard Korean (한국어 의문사 의문문과 예-아니오 의문문의 의미 구별에 관여하는 음향 자질)

  • Min, Kwang-Joon
    • Speech Sciences
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    • v.4 no.1
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    • pp.35-46
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    • 1998
  • In this paper production and perception data were examined to discover what acoustic features are used in distinguishing wh-questions and yes/no-questions. Production data show that the two question types are distinguished by different accentual phrasing, pitch ranges in wh-phrases, and initial lenis stop voicing of the first syllable in verb phrases. Perception data by synthetic intonation show that the two question types are distinguished by the width of pitch ranges between the first and the second syllable in wh-phrases. Initial lenis stop voicing of the first syllable in verb phrases produces a strong effect on the perceptual discrimination of the two question types.

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Semantic-based Query Generation For Information Retrieval

  • Shin Seung-Eun;Seo Young-Hoon
    • International Journal of Contents
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    • v.1 no.2
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    • pp.39-43
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    • 2005
  • In this paper, we describe a generation mechanism of semantic-based queries for high accuracy information retrieval and question answering. It is difficult to offer the correct retrieval result because general information retrieval systems do not analyze the semantic of user's natural language question. We analyze user's question semantically and extract semantic features, and we .generate semantic-based queries using them. These queries are generated using the se-mantic-based question analysis grammar and the query generation rule. They are represented as semantic features and grammatical morphemes that consider semantic and syntactic structure of user's questions. We evaluated our mechanism using 100 questions whose answer type is a person in the TREC-9 corpus and Web. There was a 0.28 improvement in the precision at 10 documents when semantic-based queries were used for information retrieval.

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The effect of social support on elderly people for rehabilitation at nursing homes (요양시설 내 재활대상 노인의 지지가 죽음불안에 미치는 영향)

  • Shin, So-Hong;Lee, Jae-Hong;Kwon, Won-An;Kweon, Yong-Hyun;Kim, Chang-Sook
    • Journal of the Korea Academia-Industrial cooperation Society
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    • v.12 no.6
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    • pp.2616-2623
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    • 2011
  • The purpose of this study is investigate the sociology population variable and social support system(emotional, financial, informal and evaluative support) with regards to the death anxiety and provide a basic data to relieve the fear of death in the elderly special nursing service. 300 old people who are living in Daeg-gu city and Kyong-buk province were selected and interviewed under their agreement which they are fully aware of the purpose and the intention of this study. Interviews for study were performed by structured questionnaire which consists of general area(11-question), social support area(emotional support 7-question, financial support 6-question, informal support 6-question and evaluative support 6-question) and death-anxiety(20-question). Statistical analysis was carried out with SPSS 12.0 program, which was applied to descriptive statistics and regression analysis to analyze the questionnaire.

The Relationships between the Patterns of Elementary School Teachers' Explanations and the Patterns of Elementary School Students' Questions on Scientific Phenomena (과학 현상에 대한 초등학생들의 의문 유형과 초등교사들의 설명 유형과의 관계)

  • Shin, Dong-Hoon
    • Journal of Korean Elementary Science Education
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    • v.26 no.2
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    • pp.149-160
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    • 2007
  • This study was conducted to investigate the relationships between the patterns of elementary school teachers' explanations and the patterns of students' questions types on scientific phenomena. for the purposes of this study, we collected questions related to scientific phenomena from 255 $3rd{\sim}6th$ students in 2 elementary schools. Classifying the students' questions collected, 20 representative questions for each type were selected. Data regarding teachers' scientific explanation from 62 teachers of 3 elementary schools were also collected. The results of the analysis of the questions for each science field show that the students in the 3rd, 4th, and 5th grades have the most questions regarding biology, and those in the 6th grade have more questions regarding earth science. Regarding question types, object exploration questions and explican exploration questions formed the majority. Moreover, the higher the students' grades, a decrease in the number of conjectural questions and an increase in the number of causal questions were observed. As a result of the analysis of the teachers' explanation, the following explanation types could be discerned; conjecture, hypothesis, prediction, teleological explanation, information given to feed exploration questions, as well as verification and information supply fer verification purposes. There were 4 kinds of relationships between question types and explanation types. One was the explanation fitting to each question type, a second was the explanation with additional content than the question required, a third was where the explanation was inappropriate to the question, and a forth was where the teacher responded that they "don't know." This study, investigating the relationships between questioning as a scientific inquiry process and explanation, will help to promote discussion regarding science classes in elementary school.

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