gifted education, science reading instruction, book report, question type
Abstract
The purpose of this study was to explore the question types of reading process in science reading
instruction, and find effective education direction. For this purpose, elementary school gifted students¡¯
science book reports were analyzed in focusing questions. 60 students in Seoul National University of
Education Gifted Education Center submitted the book reports after reading science books. Researchers
selected 2 books and 120 book reports which were the most read. In the format of book report, students
make questions about the book, and the questions were categorized in 3 types (convergent question,
productive question, evaluative question). Also the book reports were evaluated in 4 criteria (contents
understanding, depth of thinking, logicality, creativity), and divided in good, average, poor. As a result,
productive questions were the most and it was the same result in the group of good, average, poor.
Moreover, the higher score group in evaluating the book reports, the more ratio of productive question. In
contrast, the lower score group in evaluating the book reports, the less ratio of productive question. It shows
that the question types are related to students¡¯ science abilities, and will be base to improve making better
questions and develop effective reading education.
