초등 사회교과서 지리 단원의 질문 유형과 수준

Abstract

In this study, questions presented in geography units in Grade 5 to 6 Elementary Social Studies textbooks geography part are analyzed to identify types and levels of questions and to find out tendency. Implications on teaching and learning of social geography education are presented based on the identified tendency. For the purpose of this study, types of questions abstracted according to such standards were classified according to Pearson & Johnson’s question taxonomy model and levels of questions were analyzed using Bloom’s revised taxonomy of education objective. When analyzing questions, a coder was selected for each analysis to improve reliability. Analysis result, when considering types of questions presented in geography units, it was found that 53.2% were textually explicit questions, 18.3% textually implicit question and 28.6% scripturally implicit questions. When considering levels of questions presented in geography units, it was found that 31.0% were remember level, 38.9% understand level, 4.0% apply level, 4.8% analyze level, 7.1% evaluate level and 14.3% create level. The following conclusions are made through analysis of questions of geography units in elementary social studies textbooks. First, there was no consistency in presentation of questions in of geography units. Second, in the whole, textually explicit questions were the most frequently presented questions. Third, questions were biased to remember and understand levels. The followings can be proposed based on the results of the study. First, guidelines regarding questions in geography units should be established and presented. Second, more and more studies related to questions of geography units in social studies subject should be performed.