질적 연구에서의 연구문제 구성 전략

정상원 한국질적탐구학회 2018 질적탐구 Vol.4 No.4

In qualitative research, research questions not only initiate the start of research, but also determine the direction and form the overall outline of the results. Nonetheless,there has been no sufficient discussion of the specific methods on how to build theresearch questions. With this understanding, the study has been designed to discuss specific methods to apply to construct research questions in qualitative researchers. To this end, this study reviewed three methods of constructing the research questions. It was to derive research questions from various sources, to formulate research questions in accordance with qualitative research traditions, and to satisfy the criterions for good research questions. Researchers’s personal experience, literature and social phenomenon were discussed as various sources of questions. Some components of the research questions required to follow various research method traditions and the criterions such as the possibility of inducing reader’s interest were discussed. These specific methods of constructing research questions is expected to help qualitative researchers construct good research questions as well as conduct good quality research. 질적 연구에 있어서 연구문제는 연구의 시작을 가능하게 할 뿐만 아니라 연구의 방향을 결정하고, 장차 도출될 연구 결과의 전체적인 윤곽을 형성한다. 그럼에도 불구하고 이러한 연구문제를 구성하는 구체적인 방법에 대한 논의는 부족했다 할 수 있다. 따라서 이 연구는 질적 연구자가 연구문제를 구성하는데 참고할 수 있는 구체적인 방법을 논의해 보고자 하였다. 연구의 결과로 이 연구는 연구문제를 구성하는 세 가지 방법을 제시하였다. 그것은 다양한 원천으로부터 연구문제 도출하기, 질적 연구 전통에 부합하는 연구문제 구성하기, 좋은 연구문제가 갖추어야 할 조건 만족시키기 등이었다. 그리고 다양한 원천으로 연구자의 개인적 경험, 문헌, 사회적 현상이나 사건을, 다양한 연구 방법 전통에 따르기 위해 연구문제가 갖추어야 할 구성요소를, 독자의 흥미유발과 같은 좋은 연구문제가 갖추어야 할 조건들을 제시하였다. 이러한 연구문제 구성의 구체적인 방법들은 질적 연구자들이 좋은 연구문제를 구성하는 것뿐만 아니라 나아가 좋은 질적 연구를 수행하는데 도움을 줄 수 있을 것이다.

과학탐구문제 개발 능력 가이드 적용 효과: 화학 예비교사 사례연구

정영은(Young-Eun Jung),천희진(Hee-jin Chun),김애정(Ae-Jung Kim),박영신(Young-Shin Park) 조선대학교 교과교육연구소 2012 敎科敎育硏究 Vol.33 No.1

The purpose of this study is to investigate the Chemistry preservice teachers abilities of developing inquiry questions through applications of inquiry questions development guide, improvement of preservice teachers inquiry question development abilities and analyze types in inquiry questions. Based on literature review related to scientific inquiry questions, the inquiry questions development guide used in this study are developed according to chemistry fields. 27 preservice teachers majored in chemistry participated in this study. In this study, proper inquiry questions suggested by them are comparatively analyzed in terms of level and accuracy . As a result, we can prove that the level and accuracy of inquiry questions after applying the questionnaires are improved more meaningfully than before. Developed questionnaires was effective on developing proper inquiry questions. For developing the inquiry question, the most frequently emerged types of questions by the preservice teachers were unexpected result(34%) , adjustment(20%), how to experiment(14%) , why-how(12%) , relationship between variables’ type (11%) in order. As a result of research for the preservice teachers who participated in the developing inquiry questions, preservice teachers also recognized that the questionnaire has positive effect to develop the inquiry questions. Since the inquiry questions developed by researcher could offer the guide that how the inquiry questions should be suggested to science teachers who teach scientific inquiry, I make a proposition that the inquiry questions should be involved in the professional development program and teacher preparation program.

사회적 변인간 상호작용에 따른 영어 부가의문문 사용에 관한 연구

김혜숙 한국사회언어학회 2010 사회언어학 Vol.18 No.1

Kim, Hye-Sook. 2010. A Study of the Use of English Tag Questions according to Interactions of Social Variables. The Sociolinguistic journal of Korea 18(1). This large- cale corpus study examined the gender differences in the use of tag que tions in tenns of three different social variables: age, education and private/public situations. Seven hundred and fifty-three tag questions were extracted from the British comjXlnent of the International Corpus of English (ICE-GB), where social variables were parsed and tagged. Overall, women used a slightly higher number of tag Questions: Out of the weighted 550 tag Questions, men used 'l37 tag Questions (43.1%) and women used 313 tag questions (56.9%). Among men, the number of tag questions increased with age while the number of tag questions decreased with age among women. The women in the 18-25 and 26-45 age brackets used more tag Questions than the men in the same age brackets. But the women older than 45 used fewer tag Questions than the men older than 45. Women with a secondary education used more tag questions than men with the same education. But both women and men with a tertiary education had about the same frequency of use of tag questions. In the private situations women used more tag Questions than men while in the public situations men used more tag Questions than women.

Types of Comprehension Questions in the 6th Grade-Level Elementary English Teachers` Guide Books

조현희 ( Hyun Hee Cho ) 한국현대영어영문학회 2016 현대영어영문학 Vol.60 No.1

This study examined types of comprehension questions in the 6th grade-level elementary English Teachers’ Guide books to discover how inferential, critical, and creative questions as well as literal questions (Rubin, 1993) are used and what patterns they show. From the analysis of the comprehension questions, it was discovered that literal questions were predominant in all of the Teachers’ Guide books. Inferential questions appeared in much less numbers than literal questions. Among the inferential questions, questions about genre, synthesizing information, illustration, and application were used more than the rest of the questions. Textbooks showed differences in the use of inferential questions. The findings of the study suggest that reading comprehension questions need to be used as a tool that mediates the process of transactional reading rather than as a tool for mere recall and recitement of a text. The findings of the study call for the use of diverse comprehension questions in order to foster students’ active reading process and higher thinking ability. (Daegu National University of Education)

NPI Licensing Conditions in the Context of Questions

Myung Ki Oh 현대문법학회 2002 현대문법연구 Vol.28 No.-

The purpose of this paper is to provide a convincing account of the behaviors of two types of question constructions (yes-no questions and wh-questions) with NPIs. Furthermore, some questions with NPIs are ambiguous between an information-seeking question reading and a rhetorical question reading. We assume that polarity items may induce potential alternative questions like rhetorical questions when they occur within a question, and that those alternative questions must be licensed by pragmatic conditions. Thus, we show that NPI licensing in information-seeking questions and rhetorical questions can be properly explained by semantic and pragmatic conditions. In this paper, I argue that questions with strong NPIs, irrespective of whether they are positive questions or negative ones, can only be used rhetorically, while questions with weak NPIs can function more as information-seeking questions. This is not to say that questions with weak NPIs cannot have a rhetorical question reading at all. It is expected that this line of explanation of negative polarity items (NPIs) in questions can capture a generalization of NPI licensing in questions.

2022 개정 중학교 사회과 일반사회 영역 교육과정의 질문 분석 -핵심질문으로서 가능성을 중심으로-

구정화 한국사회과교육학회 2023 시민교육연구 Vol.55 No.2

The purpose of this study is to extract unit-specific questions presented in the "cautions for applying achievement standards" of the 2022 revised middle school social studies curriculum and analyze them in terms of essential questions. Based on the analysis of the big ideas and the characteristics of the essential questions presented in the 2022 revised social studies curriculum content system table, the essential questions, their detailed types, and six facets of understanding were analyzed. The analysis results are as follows. First, out of the total 36 questions, 31 are essential questions, and most of them were found to be topical essential questions. Second, by area, most of the questions presented in the areas of "politics," "economics," and "society & culture" show the characteristics of essential questions, but the questions presented in the area of "law" were often "leading questions," which can extract answers. Third, regarding the six facets of understanding, most of the questions were focused on 'explanation' and 'application', there were few questions related to 'interpretation' and 'perspective', and no questions related to 'empathy' and 'self-knowledge' appeared. These characteristics are the result of reflecting the thinking process of explaining social phenomena based on arguments in the social studies department or the "thinking process applied to the everyday life context." Considering the results, it is necessary to find ways to present questions not only in middle school but also in elementary and high school social studies curriculum, considering the sequence of questions in social studies education. In addition, it is necessary to find ways to develop and present class examples so that the questions presented in the curriculum work well as essential questions in class situations.

대학 중국어 강의에서 사용되는 교수의 질문에 대한 대화 분석적 고찰

최태훈 고려대학교 중국학연구소 2016 中國學論叢 Vol.53 No.-

This research aims at exploring the functions and meanings of teacher questions used as a teaching method in a Korean university course. The research site is a Chinese-Korean translation seminar course offered to juniors majoring in Chinese language and literature in a university in Seoul and the participants are 24 students including 8 male and 16 female students. The research questions pertain to first, finding out about teacher questions used in the course, second, classifying them into functions and frequencies, and third, analysing consequential conversation patterns around the teacher questions. A qualitative conversational analysis is applied as a main research method and a quantitative analysis of the frequencies of question types is additionally used. The research procedures involve in 1) 150-minute-long classroom videorecording of the whole first two classroom sessions of a semester, 2) transcription of teacher questions and sequential response patterns, and 3) conversational analysis of the selected transcribed scenes. The major findings indicate that the teacher questions are categorized into general and language specific questions. First, general questions consist of 1) content comprehension questions, 2) answer elicitation request questions, 3) answer clarification questions, 4) suggestion questions, and 5) answer confirmation questions. Second, language specific questions include questions intended to ask students their knowledge about 1) vocabulary between Chinese and Korean, in particular, Chinese synonyms, 2) direct and indirect translation, 3) grammar, and 4) culture. The most frequently used question type is answer elicitation request questions used 27 times. Unlike the previous studies displaying content comprehension questions as the most frequent question type, discussions about why answer elicitation request questions are most frequently used in this research are followed in addition to the discussions about the limitations and future research suggestions.

The Effects of Pre-Reading Questions on Middle School Students’ Reading Comprehension

이수영 현대영어교육학회 2011 현대영어교육 Vol.12 No.1

This study examines the effects of pre-reading questions on the reading comprehension of Korean middle school students. Fifty-eight middle school students read two expository texts and answered comprehension questions. Prior to reading, the experimental group received three pre-reading questions but the control group did not. Results showed that the pre-question group outperformed the no-question group on overall comprehension. Specifically, the pre-question group performed better on both repeated questions and on new questions. When the two groups’ performance on different kinds of questions (explicit, implicit) was compared, the pre-question group scored higher on implicit questions; however, there was not a significant difference in the groups’ performance on the explicit questions. The findings suggest that pre-reading questions had a facilitative effect on repeated questions and new questions. However,beneficial effects of pre-reading questions were limited to implicit questions. Implications of the findings for reading instruction in EFL classrooms are discussed.

중 · 한 긍정 편향 비중립적 의문문의 화용기능 대조 연구 - ‘是不是’의문문, 부정의문문을 중심으로

이은경(Lee, Eun-Kyoung) 중국문화연구학회 2019 중국문화연구 Vol.0 No.44

This paper compared Positive Presuppositional Non-Neutral Questions in Chinese (‘shibushi’ questions), Negative Questions (‘bu/meiVPma’), ‘bushi……ma’ Rhetorical Questions and Korean (Negative yes-no questions). What is different from the results of previous studies is that the study comprehensively explained shi bu shi Questions (shibushi NP/VP) and ‘bushi...ma’ rhetorical Questions’ (bushiNP/VPma). In addition, the meaning of negative questions in Korean was divided into five categories. That includes the meaning of common negative questions, the meaning of positive assumption, the meaning of ‘-chan-’ (잖), and the meaning of rhetorical uses of negative Questions. We also discussed the corresponding relation between ‘shibushiVP’ and ‘-chi an-’ and ‘kut ani’ negative questions in korean. They were relatively clearly identified in terms of whether they were initiated, whether they were focused, and whether the causes or reasons were presented. And the difference between tone and action request was explained. We hope that such questions and research from this paper will provide a new perspective and contribute to the study of the contrast between Korean and Chinese learners’ language acquisition and Chinese-Korean corresponding forms.

고입선발고사 기술과 문항 분석

김현정,김영민,김기수 한국기술교육학회 2013 한국기술교육학회지 Vol.13 No.1

The purpose of this study is to explore the High School Entrance Examination of the Technology Subject and present the basic data, which can be used for improving teachers’ expertise in developing test questions. In this study, test questions taken from 2001 to 2013 are analyzed, according to grades and chapters, and question types based on knowledge types and content types. The results are as followed:First, though the distribution of questions in each year and the distribution of questions on each chapter are generally well balanced, in 2001, 2002, and 2013 school year, 10% of questions in Grade 1, 40% in Grade 2 and 50% in Grade 3 were set for the examinations, which are different from the distribution range that is regulated by the Office of Education. Based on the fact that the questions were presented unevenly in this research, the balanced distribution of questions will be required. Second, as for content, questions about ‘Information and communication technologies’ and ‘Manufacturing Technology’ were dominant. This can be explained from the fact that the content in textbooks are in line with the corresponding grade levels and fixed ratio of setting questions for each grade level. Third, as for question types, questions for asking ‘knowledge’, ‘applying’ and ‘understanding’ are most frequently shown in the examinations but questions for ‘analysis’ and ‘synthesis’ are least presented in the examinations. Regarding content types, ‘figure’ and ‘fingerprint’ questions are set in higher ratio, indicating that the development of a variety of question types considering in-depth thinking process and comprehension are needed. 이 연구의 목적은 고입선발고사 기술과 문항의 출제경향을 분석하여 문항 개발을 위한 기초 자료로 제시하고자 한다. 이러한 연구 목적을 달성하기 위해 2001학년도도~2013학년도까지 출제된 기술과 문항들의 내용 영역(단원 및 학년별, 영역별), 문항 유형(지적 영역별, 자료 유형별)에 따라 출제 경향을 분석하였으며 그 결과는 다음과 같다. 첫째, 단원 및 연도별 출제율에 따라 대체적으로 잘 지켜지고 있으나, 2001과 2002, 2013학년도의 경우, 1학년 10%, 2학년 40%, 3학년 50%의 비율로 출제 되어 교육청에서 제시한 출제 범위와 차이를 보였다. 또한 한 단원에서만 편중되어 출제되는 경향을 보였다. 둘째, 영역별 출제율은 ‘정보 통신 기술’과 ‘제조 기술’ 영역에 편중되었다. 이는 학년별 출제 비율이 정해져, 해당 영역이 어느 학년에 포함되어 있는가에 따라 차이를 보였다. 셋째, 지적 영역에 따른 출제 비율 분석 결과 ‘지식’과 ‘적용’, ‘이해’문항의 출제비율이 높은 것으로 나타났으며, ‘분석’과 ‘종합 및 평가’문항의 비율은 낮았다. 자료 유형에 따른 출제 비율 분석 결과, ‘그림’과 ‘지문’유형의 출제비율이 ‘답지로만 구성’이나 ‘표’, ‘그래프’보다 높아 차이를 보였다. 이 연구 결과를 바탕으로 단원 및 학년별, 영역별, 지적 영역별, 자료 유형별로 기술 교과의 특성을 살린 다양한 문항 개발 및 출제와 관련 연구가 필요하다고 제언하였다.