초등과학 학습내용과 관련된 학생의 사전질문 분석
The Analysis of Students’ Pre-inquire related to Elementary Science Curriculum Contents
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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 3rd and 4th 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.
Abstract
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 3rd and 4th 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.
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