science-gifted students, scientific-reading education, question analysis, question-generation strategy, question type
Abstract
The purpose of this study is to analyze the questions generated by science-gifted students in the course
of science reading to find out the types and characteristics of the questions in order to prepare effective teaching
plans for science-gifted students. To this end, elementary science-gifted students affiliated with universities in Seoul
were asked to generate questions by dividing the types of questions after reading science into three types (convergent
questions, productive questions, and evaluative questions). After grasping the detailed types of questions for each
type, we examined whether differences in question types occurred even for science books with different subjects.
As a result, various levels and types of questions appeared in the convergent question, productive question, and
evaluative question. Also, the detailed types and frequencies of questions differed depending on the subject of the
science book. The results of this study suggest that elementary science-gifted students form questions that cause
various levels of thinking in the science reading process, and will serve as the basis for improving and developing
reading instruction plans for effective science reading education in the future.
