중학교 과학교사의 발문 유형에 따른 발문 계획 및 활용 실태 조사
An Investigation of Middle School Science Teachers’ Planning and Usage of Questioning by the Types of Questions
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이 연구에서는 66명의 중학교 과학교사를 대상으로 발문 유형에 따른 발문 계획 및 활용 실태를 조사하였다. 연구 결과, 과학교사들은 주로 정의적 발문, 운영적 발문을 제외한 유형의 발문을 미리 계획하였다. 또한 과학교사들은 주로 발문을 계획할 때학생의 다양한 대답을 예상하기보다는 대표적인 학생의 대답을 예상하였다. 그러나 교사들은 학생의 대답을 예상하더라도 피드백이나 후속 발문까지 계획하지는 않았다. 과학교사들은 발문 유형에 따라 요구하는 학생 대답 유형이 달랐다. 과학교사들은 수업 유형에 따라 사용하는 발문 유형들의 빈도가 달랐다. 또한 구성주의 교수학습관 상위 집단 교사들은 하위 집단 교사들보다 특정 유형의 발문들을 통계적으로 많이 사용하였다. 과학교사들은 학생 요인이 효과적인 발문 활용을 어렵게 하는 요인이라고 인식하고 있었다. 이 연구의 결과를 바탕으로 과학교사가 발문을 효과적으로 사용하기 위한 능력을 향상시키는 방안을 논의하였다.
Abstract
In this study, the planning and usage of questioning by the types of questions of sixty-six science teachers were investigated. The analyses of the results indicated that the levels of planning and the anticipation of student responses were differed by the types of questions. However, even if student responses were anticipated, feedbacks or follow-up questions were not planned. The ways to ask answers were found to be differed by the types of questions. The usage frequencies of the types of questions were differed depending on the types of lessons and constructivist perceptions. Student factors were considered as obstacles to effective questioning. Based on the results, some ways to improve science teachers' ability to use questioning effective were discussed.
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