Analysis of Teachers' Questions in the STEAM Class for Students with Intellectual Disabilities

Autor/in	Park, Yungkeun
Titel	Analysis of Teachers' Questions in the STEAM Class for Students with Intellectual Disabilities
Quelle	In: Journal of Curriculum and Teaching, 11 (2022) 5, S.205-214 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1927-2677
Schlagwörter	STEM Education; Art Education; Creativity; Problem Solving; Students with Disabilities; Intellectual Disability; Special Education Teachers; Special Schools; Foreign Countries; Grade 1; Grade 2; Questioning Techniques; South Korea + Suchen Sie Ihr Suchwort? STEM; Arts; Education; Art in Education; Kunst; Bildung; Erziehung; Kreativität; Problemlösen; Student; Students; Disability; Disabilities; Schüler; Schülerin; Studentin; Behinderung; Intellect; Verstand; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Special school; Sonderschule; Ausland; School year 01; 1. Schuljahr; Schuljahr 01; School year 02; 2. Schuljahr; Schuljahr 02; Befragungstechnik; Fragetechnik; Korea; Republik
Abstract	The purpose of this study is to analyze the various characteristics of teacher's question to find out whether teachers who teach STEAM classes are conducting effective classes that can stimulate creativity and improve problem-solving skills. For the purpose of the study, the video recording data of the 8th hour of the STEAM class by two special education teachers and the teaching/learning process plan of the class were collected. Then, researchers and research assistants transcribed all verbal interactions that appeared in class and the researcher read the transcription data line by line and analyzed the type of questions. The results of the study are as follows. First, when examining the questions that appeared in the STEAM class of special school teachers for students with intellectual disabilities by question type, closed questions including cognitive & memorial questions and convergent thinking question were very high, and open-ended questions including divergent thinking questions and evaluative thinking questions were relatively low. Second, the stage of STEAM class was divided into introduction, development, and wrap-up stages, and as a result of analyzing the degree of use of question by special school teacher for students with intellectual disabilities according to each stage, the question was used a lot in the order of development, introduction, and wrap-up stage. By analyzing teachers' question in the operation of STEAM classes, it will be possible to prepare basic data for improving science classes using STEAM education in special schools for students with intellectual disabilities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01