공과대학생의 질문태도에 따른 학습자 질문 활성화 전략에 대한 인식 비교
Perception Comparison of Fostering Learner-generated Questions by the Questioning Attitude of Engineering Undergraduate Learners
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The purpose of this study is to compare learners' perceptions regarding the processes and the educational effects of fostering learner-generatedquestions in engineering education according to the questioning attitude of engineering learners. For this, after developing and implementingthe appropriate strategies for fostering learner-generated questions in an engineering statistics course, this study analyzed 56 learners'survey responses and used ANOVA to investigate the group differences. The results showed that the educational effects and implicationsof fostering learner-generated questions were different according to the learners' questioning attitude. The study also confirmed thatlearners' questioning attitude should be considered as one of the important learner's characteristics in developing and implementing thestrategies of fostering learner-generated questions in engineering education. Especially, fostering learner-generated questions producedpositive effects on the passive questioning learners but not particularly on the learners who were asking no questions at all in othercourses. Learners who asked no questions still have difficulty in generating deep meaningful questions and presenting them and thusrequire more instructors' strategies and active support for them.
Abstract
The purpose of this study is to compare learners' perceptions regarding the processes and the educational effects of fostering learner-generatedquestions in engineering education according to the questioning attitude of engineering learners. For this, after developing and implementingthe appropriate strategies for fostering learner-generated questions in an engineering statistics course, this study analyzed 56 learners'survey responses and used ANOVA to investigate the group differences. The results showed that the educational effects and implicationsof fostering learner-generated questions were different according to the learners' questioning attitude. The study also confirmed thatlearners' questioning attitude should be considered as one of the important learner's characteristics in developing and implementing thestrategies of fostering learner-generated questions in engineering education. Especially, fostering learner-generated questions producedpositive effects on the passive questioning learners but not particularly on the learners who were asking no questions at all in othercourses. Learners who asked no questions still have difficulty in generating deep meaningful questions and presenting them and thusrequire more instructors' strategies and active support for them.
참고문헌 (24)
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