|제목||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|
정영숙 한국항공대학교 인문자연학부 조교수 Jung Youngsook
성지훈 성결대학교 사범대학 교직부 부교수 Sung Jihoon
공학교육연구 2019년 05월 22권 3호 49~58p
|분류||공학교육연구 > 22권(2019년) > 3호(5월)|
questions in engineering education according to the questioning attitude of engineering learners. For this, after developing and implementing
the 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 implications
of fostering learner-generated questions were different according to the learners' questioning attitude. The study also confirmed that
learners' questioning attitude should be considered as one of the important learner's characteristics in developing and implementing the
strategies of fostering learner-generated questions in engineering education. Especially, fostering learner-generated questions produced
positive effects on the passive questioning learners but not particularly on the learners who were asking no questions at all in other
courses. Learners who asked no questions still have difficulty in generating deep meaningful questions and presenting them and thus
require more instructors' strategies and active support for them.