Journal of the Korean earth science society (한국지구과학회지)

The Korean Earth Science Society (한국지구과학회)
권호 표지
DOI QR코드

DOI QR Code

A Qualitative Case Study of an Exemplary Science Teacher's Earth Systems Education Experiences

  • Lee, Hyon-Yong (Department of Earth Science Education, Kyungpook National University)
  • Received : 2010.07.29
  • Accepted : 2010.09.10
  • Published : 2010.09.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purposes of this case study were (1) to explore one experienced teacher's views on Earth Systems Education and (2) to describe and document the characteristics of the Earth Systems Education (ESE) curriculum provided by an exemplary middle school science teacher, Dr. J. All the essential pieces of evidence were collected from observations, interviews with the experienced teacher and his eighth grade students, informal conversations, document analysis, and field notes. The $NUD^*IST$ for MS Windows was used for an initial data reduction process and to narrow down the focus of an analysis. All transcriptions and written documents were reviewed carefully and repeatedly to find rich evidence through inductive and content analysis. The findings revealed that ESE provided a conceptual focus and theme for organizing his school curriculum. The curriculum offered opportunities for students to learn relevant local topics and to connect the classroom learning to the real world. The curriculum also played an important role in developing students' value and appreciation of Earth systems and concern for the local environment. His instructional strategies were very compatible with recommendations from a constructivist theory. His major teaching methodology and strategies were hands-on learning, authentic activities-based learning, cooperative learning, project-based learning (e.g., mini-projects), and science field trips. With respect to his views about benefits and difficulties associated with ESE, the most important benefit was that the curriculum provided authentic-based, hands-on activities and made connections between students and everyday life experiences. In addition, he believed that it was not difficult to teach using ESE. However, the lack of time devoted to field trips and a lack of suitable resource materials were obstacles to the implementation of the curriculum. Implications for science education and future research are suggested.

Keywords

References

  1. Ausubel, D.P., 1963, Cognitive structure and the facilitation of meaningful verbal learning. Journal of Teacher Education, 14, 217-222. https://doi.org/10.1177/002248716301400220
  2. Ben-zvi-Assaraf, O. and Orion, N., 2005a, A study of junior high students’ perceptions of the water cycle. Journal of Geoscience Education, 53, 366-373. https://doi.org/10.5408/1089-9995-53.4.366
  3. Ben-zvi-Assaraf, O. and Orion, N., 2005b, Development of system thinking skills in the context of Earth System Education. Journal of Research in Science Teaching, 42, 518-560. https://doi.org/10.1002/tea.20061
  4. Biological Science Curriculum Study, 2000, Making sense of integrated science: A guide for high schools. BSCS, Colorado Springs, USA, 243 p.
  5. Cho, K. and Kang, H., 2002, Reaction of students for the field application of ESE program: Focusing on the global climate game. Journal of Korean Earth Science Society, 23, 299-308.
  6. Cho, K., Lee, G., Jang, J., and Kang, H., 2006, Application and student responses for ESE program in the 10th grade classroom: Focusing on volcanic eruptions and global climate change. Journal of Korean Earth Science Society, 27, 251-259.
  7. Corbin, J.M. and Strauss, A.L., 2008, Basics of qualitative research: Techniques and procedures for developing grounded theory. Sage, Newbury Park, CA, USA, 379 p.
  8. Dewey, J., 1916, Democracy and education. Macmillan, NY, USA, 290 p.
  9. Dewey, J., 1938, Experience and education. Collier, NY, USA, 116 p.
  10. Dori, Y.J., and Tal, R.T., 2000, Industry-environment projects: Formal and informal science activities in a community school. Science Education, 84, 95-113. https://doi.org/10.1002/(SICI)1098-237X(200001)84:1<95::AID-SCE7>3.0.CO;2-W
  11. Folkomer, T., 1981, Comparison of three methods of teaching geology in junior high school. Journal of Geological Education, 29, 74-75. https://doi.org/10.5408/0022-1368-29.2.74
  12. Fortner, R.W., 2002, Cooperative learning: A basic instructional methodology for GSL. In Mayer, V.J. (ed.), Global science literacy. Kluwer Academic Publishers, Dordrecht, Netherlands, 79-92.
  13. Goldman, S.R., 1997, Learning from text: Reflections on the past and suggestions for the future. Discourse Processes, 23, 357-398. https://doi.org/10.1080/01638539709544997
  14. Hlawatsch, S., Bayrhuber, H., Euler, M., Hansen, K.H., Hildebrandt, K., Hoffmann, L., Lucius, E.R., Siemer, F., and Hassenpflug, W., 2003, Earth System Education in Germany. In Mayer, V.J. (ed.), Implementing global science literacy. The Ohio State University, Columbus, OH, USA, 155-156.
  15. Jax, D.W., 1995, A case study of the initiation and implementation of an innovative integrated science curriculum for grades nine and ten. Unpublished Ph.D. dissertation, The Ohio State University, Columbus, OH, USA, 340 p.
  16. Kali, Y., Orion, N., and Eylon, B-S., 2003, Effect of knowledge integration activities on students' perception of the Earth's crust as a cyclic system. Journal of Research in Science Teaching, 40, 545-56. https://doi.org/10.1002/tea.10096
  17. Kim, C-J. and Kwak, Y. (eds.), 2004, Seoul conference for International Earth Science Olympiad (IESO) Conference Proceedings. Seoul National University, Korea, 158 p.
  18. Kim, Y.J. and Jeong, J.W., 2009, Understandings on the cycle as a substance and ESE. Journal of the Korean Association for Research in Science Education, 29, 951-962.
  19. Kim, Y.J., Jeong, J.W., and Wee, S.M., 2009, Analysis of conceptions of earth system cycles as perceived by college students. Journal of the Korean Association for Research in Science Education, 29, 963-977.
  20. Krajcik, J., Blumenfeld, P.C., Marx, R.W., Bass, K.M., and Fredricks, J., 1998, Inquiry in project-based science classrooms: Initial attempts by middle school students. Journal of the Learning Sciences, 7, 313-350. https://doi.org/10.1207/s15327809jls0703&4_3
  21. Lang, M., 2002, The Earth as system: A topic for integrated science education. Paper presented at the annual meeting of the National Association for Research in Science Teaching, New Orleans, LA, p. 173.
  22. LaPorte, J.E. and Sanders, M., 1993, Integrating technology, science, and mathematics in the middle school. The Technology Teacher, 52, 17-21.
  23. Lee, H. and Fortner, R.W., 2005, International geosciences educators’ perceptions of approaches to K-12 science education for the 21st century. Journal of Geoscience Education, 53, 198-203. https://doi.org/10.5408/1089-9995-53.2.198
  24. Lee, H. and Kim, S., 2009, The recognition characteristics of science gifted students on the earth system based on their thinking style. Journal of Science Education, 33, 12-30. https://doi.org/10.21796/jse.2009.33.1.12
  25. Lee, H. and Kwon, Y., 2008, Development and application of earth science module based on earth system. Journal of Korean Earth Science Society, 29, 175-188. https://doi.org/10.5467/JKESS.2008.29.2.175
  26. Lee, H., Fortner, R.W., and Mayer, V.J., 2004, Earth systems education: An integrated science curriculum construct for Korea. The Secondary Education Research, 52, 397-426.
  27. Lee, J., Maeng, S., and Kim, C., 2007, Science teacher’s perceptions and orientations about earth systems education: A case study. Journal of Korean Earth Science Society, 28, 705-717. https://doi.org/10.5467/JKESS.2007.28.6.707
  28. Lim, E., Hong, S., and Jeong, J., 2000, Field application of Earth Systems Education. Journal of Korean Earth Science Society, 21, 93-102.
  29. Mayer, V.J. (ed.), 2002, Global science literacy, Kluwer Academic Publishers, Netherlands, 242 p.
  30. Mayer, V.J. (ed.), 2002, Global science literacy. Kluwer Academic Publisher, Netherlands, 242 p.
  31. Mayer, V.J. (ed.), 2003, Implementing Global science literacy. Earth Systems Education Program, The Ohio State University, Columbus, OH, USA, 293 p.
  32. Mayer, V.J., 1991, Framework for Earth systems education. Science Activities, 28, 8-9.
  33. Mayer, V.J., 1995, Using the earth system for integrating the science curriculum. Science Education, 79, 375-391. https://doi.org/10.1002/sce.3730790403
  34. Mayer, V.J., 1996, Science literacy in a global ear. In KARSE. (ed.), Science education for 21st century. The 20th Anniversary of KARSE International Seminar and Workshop in Science Education, Korea, 13-41.
  35. Mayer, V.J., 1997, Science literacy in a global era. Hyogo University of Teacher Education Journal, 17, 75-89.
  36. Mayer, V.J. and Fortner, R.W. (eds.), 1995, Science is a study of Earth: A resource guide for science curriculum restructure. The Ohio State University, OH, USA, 246 p.
  37. Mayer, V.J. and Tokuyama, A., 2002, Evolution of global science literacy as a curriculum construct. In Mayer, V.J. (ed.), Global science literacy. Kluwer Academic Publishers, Netherlands, 3-24.
  38. Merino, B.J. and Hammond, L., 1998, Family gardens and solar ovens: Making science education accessible to culturally and linguistically diverse students. Multicultural Education, 5, 34-37.
  39. Merriam, S.B., 1988, Case study research in education. Jossey-Bass Publishers, CA, USA, 304 p.
  40. Merriam, S.B., 2009, Qualitative research: A guide to design and implementation. Jossey-Bass Publishers, CA, USA, 320 p.
  41. Miles, M.B. and Huberman, A.M., 1994, Qualitative data analysis. Sage, Thousand Oaks, CA, USA, 256 p.
  42. Ministry of Education and Human Resources Development [MOE], 2000, High school science curriculum, MOE, Seoul, Korea, 243 p.
  43. Ministry of Education, Science and Technology [MEST], 2009, Revised national science curriculum, MEST, Seoul, Korea, 63 p.
  44. Moje, E.B, Collazo, T., Carrillo, R., and Marx, R.W., 2001, “Maestro, What is ‘Quality’?”: Language, literacy, and discourse in project-based science. Journal of Research in Science Teaching, 38, 469-498. https://doi.org/10.1002/tea.1014
  45. National Research Council, 1996, National science education standards. National Academy Press, Washington, DC, USA, 272 p.
  46. Novak, J.D., 1990, Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27, 937-949. https://doi.org/10.1002/tea.3660271003
  47. Novak, J.D., 1991, Clarify with concept maps: A tool for students and teacher alike. The Science Teacher, 58, 45-49.
  48. Oh, H. and Kim, C., 2010, An analysis of earth system understandings (ESU) of 8th -grade students’ imagery about the earth represented by words and drawings. Journal of Korean Earth Science Society, 31, 71-87. https://doi.org/10.5467/JKESS.2010.31.1.071
  49. Oh, H., Kim, J., Yu, E., and Kim, C., 2009, An analysis of students’ cognitive characteristics through a drawing activity in teaching module of the earth systems education. Journal of Korean Earth Science Society, 30, 96-110. https://doi.org/10.5467/JKESS.2009.30.1.096
  50. Orion, N. and Hofstein, A., 1994, Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 31, 1097-1119. https://doi.org/10.1002/tea.3660311005
  51. Park, D., 2001, A Study of Earth System Science in the Community (EarthComm) in Terms of Its Congruency with the Visions in the National Science Education Standards and Its Effectiveness in Improving Student Learning. Unpublished Ph.D. dissertation, University of Iowa, Iowa City, Iowa, USA, 154 p.
  52. Park, D., 2006, Curriculum reform movement of science education in the US: A case of earth science curriculum. Journal of Korean Earth Science Society, 27, 730-744.
  53. Patton, M.Q., 1990, Qualitative evaluation and research methods. Sage, Newbury Park, CA, USA, 688 p.
  54. Piaget, J., 1977, The development of thought: Equilibrium of cognitive structures. Viking, NY, USA, 433 p.
  55. Rudmann, C.L., 1994, A review of the use and implementation of science field trips. School Science and Mathematics, 94, 138-141. https://doi.org/10.1111/j.1949-8594.1994.tb15640.x
  56. Shin, D., 2001, Earth science in the perspectives of environmental education. Journal of Korean Earth Science Society, 22, 147-158.
  57. Shin, D., Lee, Y., Lee, K., Lee, E., and Lee, K., 2005, Proposcurriculum of the future-oriented earth science education placing on the earth environment. Journal of the Korean Association for Research in Science Education, 25, 239-259.
  58. Tal, R.T., 2001, Incorporating field trips as science learning environment enrichment: An interpretive study. Learning Environments Research, 4, 25-49. https://doi.org/10.1023/A:1011454625413
  59. Wolfinger, D.M., 1994, Science and mathematics in earlychildhood education: Curriculum and teaching. Harper Collins College Publishers, NY, USA, 295 p.
  60. Yu, E., Lee, S., and Kim, C., 2007, Investigating sciencetalented students’ understandings and meaning generation about the earth systems based on their geological field trip reports. Journal of Korean Earth Science Society, 28, 671-683.
  61. Yu, E., Oh, H., and Kim, C., 2008, The influence of global science literacy-oriented instruction on students’ views of the nature of science. Journal of Korean Earth Science Society, 29, 602-616. https://doi.org/10.5467/JKESS.2008.29.7.602

Cited by

  1. The Impact of a Professional Development Program on Urban Teachers' Lesson Planning Using Urban Geologic Sites vol.32, pp.5, 2011, https://doi.org/10.5467/JKESS.2011.32.5.474
  2. A Review of Teachers' Pedagogical Content Knowledge and Subject Matter Knowledge for Teaching Earth System Concepts vol.32, pp.5, 2011, https://doi.org/10.5467/JKESS.2011.32.5.494
  3. Middle School Students' Understanding about Earth Systems to Implement the 2009 Revised National Science Curriculum Effectively vol.32, pp.7, 2011, https://doi.org/10.5467/JKESS.2011.32.7.798
  4. Gifted Elementary Students' Understandings about Earth Systems and Environmental Problems vol.33, pp.7, 2012, https://doi.org/10.5467/JKESS.2012.33.7.672
  5. The Impact of Self-Reported Knowledge and Self-perceived Importance about Earth Systems on Science Gifted Students’ Science Motivation: An Exploratory Study vol.36, pp.6, 2015, https://doi.org/10.5467/JKESS.2015.36.6.580
  6. Effects of Systems Thinking on High School Students’ Science Self-Efficacy vol.37, pp.3, 2016, https://doi.org/10.5467/JKESS.2016.37.3.173
  7. Developing a Framework of Conceptual Understandings of Earth Systems vol.37, pp.5, 2016, https://doi.org/10.5467/JKESS.2016.37.5.309