• Title, Summary, Keyword: question analysis

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Analysis of Elementary and Middle School Students' Perceptions of Frequency and Type Relating to Question in Science Class Context (과학 수업 상황에 따른 질문의 유형과 빈도에 대한 초·중학생의 인식 분석)

  • Lee, Yun-Kyeung;Lee, Tae-sang;Lim, Soo-Min;Kim, Youngshin
    • Journal of Science Education
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    • v.39 no.1
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    • pp.58-79
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    • 2015
  • This study is to analyze the 2289 students questionnaires from 3rd to 9th grade students in order to analyze the students' perceptions change aspect by their grade about the frequency and type of students' question during various science class context. After the class contexts proposed in the questionnaire subcategorize into 19 subitems about 4 areas of class content, class pattern, class material and class process, this study examined the frequency and type of students' question during a science class by each item. The results of this study were as follows. First, the type of students' question was that the most frequent was understanding question and the second was memory question and these both types were half frequency. There was no special tendency related the change of students' question type by school year. Second, the frequency of 4th grade students' question was the highest among other school year students and the frequency of students' question was lowered by the higher school year. The change of students' question by school year was the biggest between 3rd and 4th grade. The class strategies for improving the class effect reflect that the various and active students' question by class context and school year stimulates students' thinking and also builds up the active class environment.

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Perception and Production of Wh-Questions & Indefinite Yes-No Questions Produced by Chinese Korean-Learners (KFL중국인학습자들의 한국어 의문사의문문과 부정사의문문의 피치실현과 지각양상)

  • Yune, Youngsook
    • Phonetics and Speech Sciences
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    • v.5 no.4
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    • pp.121-128
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    • 2013
  • In Korean, wh-question and indefinite yes-no questions have the same morphemic and syntactic structure. In speech, however, these two types of questions are distinguished by a prosodic difference. In this study, we examined if Chinese Korean leaners can distinguish between these two types of questions in production and if they can correctly perceive the different meaning of a question based on the prosodic information. For this purpose, we analysed two types of interrogative sentences produced by 5 native speakers and 15 Chinese Korean language leaners. The results show that the 5 Korean native speakers produce two types of questions by a salient prosodic difference, i.e., difference of prosodic structure, different pitch range of wh-phrase and indefinite phrase, and different boundary tone. However, for the 15 Chinese speakers, the two types of questions were not distinguished by the same prosodic features but in the perception analysis they were able to distinguish between the two types of questions easily.

The Development of Question Sheet to Improve Middle School Students' Scientific Creativity (중학생들의 과학창의력 신장을 위한 발문지 개발)

  • Jeong, Ji-Eun
    • Journal of the Korean Society of Earth Science Education
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    • v.9 no.3
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    • pp.255-268
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    • 2016
  • The education should adapt learners well to any changes and have them create something for such a era. Form the point of this view. question sheet was developed for middle school students to improve their scientific creativity. For this study, 146 item questions, which was from chapter 7 about solar system movement in the 3rd grade textbook for middle school students, was developed. For 5 weeks, 142 third graders in middle school were chosen and observed. They were divided into an experimental group and a control group. The teaching model using question sheet was applied to the experimental group, while the traditional teaching model, to the control group. This study compared two groups based on scientific creativity and academic achievement. In both scientific creativity and academic achievement, the group using question sheet showed meaningful differences. This result of the analysis indicated that teaching model using question sheet stimulated student's creative thinking and helped them to achieve a goal of lesson. The teaching model using question sheet can be used as an effective way to increase students' creativity.

A Stratified and Two Sample Stratified Conditional Unrelated Question Model (층화 및 층화 이표본 조건부 무관질문모형)

  • Lee, Gi-Sung
    • Journal of the Korean Data Analysis Society
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    • v.20 no.6
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    • pp.2883-2893
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    • 2018
  • We suggest a stratified conditional unrelated question randomized response model to more efficiently estimate a sensitive character A when the population is composed of several strata. In that model, only the respondents who answered "yes" through randomization device which was consisted of a less sensitive character B and a question forcing to answer "yes" respond to our suggested model and we deal with two allocation problems of proportional allocation and optimal one. We expand the suggested model into two sample stratified conditional unrelated question model to cover the case of unknowing unrelated character and deduce minimal variance through optimal sample size of stratum h. Finally, we show that the suggested model is more efficiency than stratified unrelated models and the stratified Carr et al.'s model (1982) under some given conditions, and show numerically that the smaller the values ${\pi}_{h2}$ and ${\pi}_{hy}$, the more efficiency the fit of the model.

Analysis of Students' Interaction for Generating Inquiry Problem in Asynchronous Discussion with the Class Bulletin Board (교실 게시판을 활용한 비동시적 논의에서의 탐구 문제 생성 관련 상호작용 분석)

  • Jung, Ju-Hyun;Kim, Sun-Ja;Park, Jong-Wook
    • Journal of Korean Elementary Science Education
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    • v.30 no.4
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    • pp.468-481
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    • 2011
  • This research is to observe and analyze the student interactions when inquiry problems were generated along with the students by using asynchronous discussion methods with the class bulletin board. For this research, 10 students from a single class of 6th grade were selected. The subject students were divided into 2 groups by cognitive levels. After the students were submitted the 4 problem situations for 1 week each, the discussion process was analyzed. The research results are as follows. First, the analysis of the step by step interactive discussion showed that several students answered for the question from a single student while discussing first for the question and answer in a form of a question with many multiple answers without any connections with the previously asked questions. At the end of the discussion, one to two students answered to a question by taking turns and the type of discussion changed to one question - one answer type by answering to the person who spoke prior to the next. Second, the discussion took place with the students in the transitional stage speaking in time in order, to provide comments to the bottom of the linear form and students in the formal operational stage students speaking in temporal order, regardless of the number of comments in the direction of the radiation(mind map) forms. The individual comment speaking rates were similar in the two groups so the students were able to speak indiscriminately.

Analysis on Type of Questions in Elementary Science Textbooks and Elementary School Students' Preference Types of Questions (초등 과학교과서 지문의 발문 유형 분석 및 학생들의 선호 발문 유형)

  • Kim, Min-Jung;You, Pyeong-Kil;Lee, Hyeong-Cheol
    • Journal of the Korean Society of Earth Science Education
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    • v.7 no.1
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    • pp.64-74
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    • 2014
  • The purpose of this study was to analyze the types of questions of energy field in the elementary science textbooks and to know the preference types of questions of students by grade. To accomplish this study, the analyzing framework on the types of questions was made and ensured the validity. To know students' preference types of questions, a questionnaire was made and the survey was conducted to the students of D elementary school in B city. The results can be summarized as follows: First, of the questions in the elementary science textbooks, the types of limited question were the most frequent(56%) and the next was the type of relevant question(41.82%). In the type of limited question, the element of propositional type was the most frequent and in the type of relevant question, the element of applicable type was the most frequent. Second, from the result of analyzing students' preference types of questions by grade using questionnaire, we could find as follows. Most of the graders chose retrospective type of question as the easy types of questions. And 3, 4, 6th graders chose justificative type and 5th graders chose applicable type as the difficult ones. Third, as interesting type and want-to-select type, 3th graders students chose propositional type and 4, 5th graders chose retrospective type and 6th graders chose inferring type.

Research on Subjective-type Grading System Using Syntactic-Semantic Tree Comparator (구문의미트리 비교기를 이용한 주관식 문항 채점 시스템에 대한 연구)

  • Kang, WonSeog
    • The Journal of Korean Association of Computer Education
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    • v.21 no.6
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    • pp.83-92
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    • 2018
  • The subjective question is appropriate for evaluation of deep thinking, but it is not easy to score. Since, regardless of same scoring criterion, the graders are able to produce different scores, we need the objective automatic evaluation system. However, the system has the problem of Korean analysis and comparison. This paper suggests the Korean syntactic analysis and subjective grading system using the syntactic-semantic tree comparator. This system is the hybrid grading system of word based and syntactic-semantic tree based grading. This system grades the answers on the subjective question using the syntactic-semantic comparator. This proposed system has the good result. This system will be utilized in Korean syntactic-semantic analysis, subjective question grading, and document classification.

Investigation for analysis methods of water intake and perception on the tap water : the survey result on the seoul tap water, arisu (수돗물 음용 및 인식 분석방법에 대한 고찰 : 서울 수돗물 아리수에 대한 설문 결과)

  • Huh, Jun-Rim;Bhnag, Kon Joon
    • Journal of Korean Society of Water and Wastewater
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    • v.28 no.4
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    • pp.461-472
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    • 2014
  • The tap water plays a critical role in our daily life by providing clean water for drinking as well as for residential use. Its importance, however, is often hidden and criticized in mass media because drinking the unprocessed tap water as a primary source of drinking water is very low comparing to other countries. This is because survey tool in Korea is often different from those in other countries so their results on the tap water cannot be directly compared without analysis on survey questionnaire. Therefore, we examplified cases showing the difference of questions of each country and discussed the reason why results of tap water intake should not be compared without analysis on the questions. Also, distrust on Arisu without rational reason is known as the first reason of distrust on the tap water. However, it was not the ultimate reason of distrust on the tap water. To verify, we designed survey questions in a tricky way that the same question was asked twice with different choices in the survey questionnaire. Most of the people who distrust Arisu without rational reason at the first question were selected different choices and significantly reduced in the second question. This proved that the ratio of distrust on the tap water is not actually the right reason and that by providing more choices, people's distrust on the tap water without rational reason can turn into more specific reasons.

Analysis of Question Patterns Appearing in Teaching Demonstrations Which Applied Science Teachings Model Prepared by a Pre-service Biology Teacher (생물 예비교사의 과학수업모형을 적용한 수업 시연에 나타난 질문 유형 분석)

  • Jo, In Hee;Son, Yeon-A;Kim, Dong Ryeul
    • Journal of Science Education
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    • v.36 no.2
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    • pp.167-185
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    • 2012
  • This study aimed at finding points of improvement in teaching expertise by analyzing the question patterns that appeared during teaching demonstrations which applied science teaching models prepared by a pre-service biology teacher. The question analysis frame for analyzing question types were categorized largely into the question types of Category 1 (questions in cognitive domain, questions with research function, questions in affective domain), Category 2 (repeated questions, questions for narrowing the range, practice questions), and Category 3 (questions on student activity progress, memory questions, and thinking questions). The results of analyzing question patterns from five different science teaching models revealed a high frequency of questions in the fields of cognition and memory. For the circular learning model, questions from the cognitive field appeared the most often, while, student activity progressive questions in particular were used mostly in the 'preliminary concept introduction stage' of the circular learning model and the 'secondary exploratory stage', in which experiments were conducted, and displayed the characteristics of these stages. The discovery learning model combined the courses of observation, measurement, classification and generalization, but, during teaching demonstrations, memory questions turned up the most, while the portion of inquisitive function questions was low. There were many questions from the inquisitive learning model, and, compared to other learning models, many exploratory function questions turned up during the 'experiment planning stage' and 'experiment stage'. Definitional questions and thought questions for the STS learning model turned up more than other learning models. During the change of concept learning model, the five concepts of students were stimulated and the modification of scientific concepts was very much aided by using many memory questions.

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Design and Implementation of a Web-Based Education-Evaluation System for Setting and Analyzing Questions (문항출제와 문항분석이 가능한 웹기반 교육평가 시스템의 설계 및 구현)

  • Ha, Il-Gyu;Gang, Byeong-Uk
    • The KIPS Transactions:PartD
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    • v.9D no.3
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    • pp.511-522
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    • 2002
  • WBI (Web-Based Instruction), a web-based tool for teaching the students at a long distance, makes possible to Interact between learners and instructors, provides a wide variety of learning materials, has an advantage of overcoming spatial constraints. In this paper, as a model of using the web for education, a web-based education-evaluation system has been designed and implemented. Web-based education-evaluation system has to be equipped with both of the online setting question mode and the upload setting question mode, the former makes questions on web and the latter uploads the setted questions on offline with settling a defeat of the existing systems on setting questions. And the system has to be equipped with the function of analyzing the questions that gives teacher several kinds of analysis information and makes possible to feedback to questions by adjusting the difficulty and revising the questions. In this paper, a system that reflects the above requirements has been designed and implemented with PHP script language and MySQL database system.