Journal of the Korean earth science society (한국지구과학회지)

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

DOI QR Code

Exploring Science Classes and Science Teachers of New York Using Professional Teaching Standards by Korean Teachers

  • Yu, Eun-Jeong (Seoul Science High School) ;
  • Kim, Kahye (Gyeonggi Science High School for the Gifted) ;
  • Kim, Myong-Hi (Department of Mathematics, State University of New York College at Old Westbury)
  • Received : 2013.07.15
  • Accepted : 2013.09.12
  • Published : 2013.09.30
Download PDF
⟨ Previous Next ⟩

Abstract

The purpose of this study was to investigate the difference of teachers' interaction with their students when teaching science in New York (NY) and in Korea. As part of the 2011 Korean International Teacher Fellows (KITF), supported by the Ministry of Education, Science and Technology (MEST) and the National Institute for International Education Development (NIIED), Korean science teachers observed, for six months, New York's science classes in terms of how teachers interact with their students and how students learn science during science instruction. The participants were 10 science teachers in five middle and high schools that taught Physics, Chemistry, Biology, Earth Science, and Environment Science in NY. The National Board for Professional Teaching Standards (NBPTS, 2003) and Instruction as Interaction (Cohen et al., 2003) were used as an instrument to identify each teacher's teaching and classroom interaction. Several characteristics of science classes in NY were revealed, which are different from Korean science classes. First, science teachers in NY dominantly put more focus on their subject of teaching during science interaction while, Korean science teachers not only teach science but also do counseling to students as a homeroom teacher. Second, science teachers in NY acknowledged the students' individuality and have positive experiences of professional development supported by their school and district more than Korean science teachers do. Third, science teachers in NY sometimes showed limited knowledge about the concepts of science and lack of collaboration with other science teachers. This characteristics may prevent the school from strengthening its subject program and keeping equity across the grade levels and courses.

Keywords

References

  1. Aunio, P., Aubrey, C., Godfrey, R., Pan, Y., and Liu, Y., 2008, Children's early numeracy in England, Finland and People's Republic of China. International Journal of Early Years Education, 16, 203-221. https://doi.org/10.1080/09669760802343881
  2. Bishop, J.H., Moriarty, J.Y., and Mane, F., 2000, Diplomas for learning, not seat time: the impacts of New York Regents examinations. Economics of Education Review, 19, 333-349. https://doi.org/10.1016/S0272-7757(00)00006-6
  3. Cochran-Smith, M. and Lytle, S., 2009, Inquiry as Stance: Practitioner Research for the Next Generation. Teachers College Press, NY, USA, 392 p.
  4. Cohen, D.K., Raudenbush, S.W., and Ball, D.L., 2003, Resources, instruction, and research. Educational Evaluation and Policy Analysis, 25, 119-142. https://doi.org/10.3102/01623737025002119
  5. Darling-Hammond, L., 2003, Keeping good teachers: Why it matters, what leaders can do. Educational Leadership, 60, 6-13.
  6. Fusarelli, L.D., 2004, The potential impact of the No Child Left Behind Act on equity and diversity in American education. Educational Policy, 18, 71-94. https://doi.org/10.1177/0895904803260025
  7. Gilbert A.V. and William H.S., 2000, Greater expectations: Learning from other nations in the quest for 'worldclass standards' in US school mathematics and science. Journal of Curriculum Studies, 32, 651-687. https://doi.org/10.1080/00220270050116932
  8. Hofstein, A. and Lunetta, V., 2004, The laboratory in science education: Foundations for the twenty-first century. Science Education, 88, 28-54. https://doi.org/10.1002/sce.10106
  9. Kim, K.H., Kim, S.J., Park, S.Y., and Kim, N.H., 2008, International comparative study on changes in mathematics and science achievement. Korea Institute for Curriculum and Evaluation, RRE 2008-3-3, 307 p.
  10. Kwak, Y., 2012, Ways to incorporate key competencies in the science curriculum. Journal of Korean Earth Science Society, 33, 450-458. https://doi.org/10.5467/JKESS.2012.33.5.450
  11. Lampert, M.M., 2001, Teaching problems and the problems of teaching. Yale University Press, CT, USA, 496 p.
  12. Lee, J., 1998, Missing links in international education studies: Comparing the U.S. with East Asian countries in TIMSS. Paper presented at the annual meeting of the American Educational Research Association, ERIC Document Reproduction Service No. ED422387, CA. USA. 19 p.
  13. Lee, J.S.R., 2011, The High Passing Ratio of New York State Regent Test: Data from Korea Daily New York. http://www.koreadaily.com/news/read.asp?art_id=1299664 (November 11th 2011) (in Korean)
  14. Leung, F.K.S., 2006, Mathematics education in East Asia and the West: Does culture matter? In Leung, F.K.S. et al. (eds.), Mathematics Education in Different Cultural Traditions-Comparative study of East Asia and the West. The 13th ICMI study, Springer, NY, USA, 21-46.
  15. Nam, Y. and Jang, M-D., 2013, Two middle School science teachers' experiences of teaching science in the republic of Korea: A phenomenological Analysis. Journal of Korean Earth Science Society, 34, 93-101. https://doi.org/10.5467/JKESS.2013.34.1.93
  16. National Board for Professional Teaching Standards (NBPTS), 2003, Adolescence and young adulthood science standards (2nd ed.). National Board for Professional Teaching Standards. VA, USA, 83 p.
  17. Paik, S.J., 2004, Korean and US families, schools, and learning. International Journal of Educational Research, 41, 71-90. https://doi.org/10.1016/j.ijer.2005.04.006
  18. Porter, A.C. and Gamoran, A., 2002, Progress and challenges for large-scale studies. In Porter, A.C. and Gamoran, A. (eds.), Methodological advances in crossnational surveys of educational achievement. National Academy Press, WA, USA, 105-131.
  19. Roehrig, G. and Nam, Y., 2011, A Review of Teachers' Pedagogical Content Knowledge and Subject Matter Knowledge for Teaching Earth System Concepts. Journal of Korean Earth Science Society, 32, 494-503. https://doi.org/10.5467/JKESS.2011.32.5.494
  20. Stigler, J. and Hiebert, J., 1999, The teaching gap. The Free Press, NY, USA, 210 p.
  21. Suter, I., 2000, Is student achievement immutable? Evidence from international studies on schooling an student achievement. Review of Educational Research, 70, 529-545. https://doi.org/10.3102/00346543070004529
  22. Yoon, S.M., 2013, Difficulty in becoming teachers: Data from Jungang Media Network. http://article.joins.com/news/article/article.asp?total_id=10452375&cloc=olink|article|default (January 13th 2013) (in Korean)
  23. Zhou, Z. and Peverly, S., 2004, Cross-and within-cultural variation in children' understanding of distance, time, and speed interrelationship: a follow-up study. The journal of Genetics Psychology, 165, 5-27. https://doi.org/10.3200/GNTP.165.1.5-27
  24. Zhou, Z., Peverly, S., Boehm, A., and Chongde, L., 2000, American and Chinese children's understanding of distance, time, and speed interrelations. Cognitive Development, 15, 215-240. https://doi.org/10.1016/S0885-2014(00)00031-9

Cited by

  1. Infusing Culturally Responsive Science Curriculum into Early Childhood Teacher Preparation pp.1573-1898, 2017, https://doi.org/10.1007/s11165-017-9647-x