Journal of Korean Elementary Science Education (한국초등과학교육학회지:초등과학교육)

The Korean Elementary Science Education Society (한국초등과학교육학회)
권호 표지
DOI QR코드

DOI QR Code

Analysis of Social Interaction Process in Science Teachers' Learning Community

과학교사 학습공동체에서 나타나는 사회적 상호작용 과정의 분석

  • Received : 2014.11.12
  • Accepted : 2014.11.26
  • Published : 2014.11.30
Download PDF
⟨ Previous Next ⟩

Abstract

In this study, we operated science teacher learning community to enhance professionality of elementary science teachers. 8 participants with various background, which include their science content knowledge, teaching experience and beliefs about teaching, were involved in this study. Bales(1950)'s social interaction process framework was mainly used to understand the members' interaction, focusing particularly on process aspects not on contents aspects. The data analysis shows that the members in the science teacher learning community tried their best to maintain the positive reaction to other members in most occasions in the community meetings. On the other hand, there were also negative reaction process due to their different ideas and views, causing their emotional conflicts in some social relations and dialogical situations. Nevertheless, the results also imply that the dual reaction processes, which are positive and negative processes, are equally important to facilitate science teachers' professional knowledge and experience. The educational meanings are discussed in the aspects of science teacher education.

Keywords

References

  1. Bales, R. F. (1950). A set of categories for the analysis of small group interaction. American Sociological Review, 15(2), 257-263. https://doi.org/10.2307/2086790
  2. Bell, B. & Gilbert, J. K. (1996). Teacher development: A model from science education. London: Falmer.
  3. Brailsford, T. (2000). Knowledge yields impressive returns. Knowledge Management News, 2(14).
  4. Cha, G. H. (2014). The changes of science teacher's pedagogical content knowledge through social consensus process in professional learning community. Submitted Master's Thesis, Seoul National University of Education.
  5. Feldman, S. (1998). Teacher quality and professional unionism. In shaping the professional that shape the future, speeches from the AFT/NEA (the National Educational Association) Conference on Teacher Quality.
  6. Kim, N. S. (2013). A case study of joint lesson planning and implementation in an elementary schools professional learning community (PLC) of an environment class: Focused on professionality of teaching environment. Environmental Education, 26(3), 315-335.
  7. Kim, S. J., Maeng, J. S. & Park, S. J. (2013). A case study on the learning community of the elementary school teachers. CNU Journal of Educational Studies, 34(1), 227-247. https://doi.org/10.18612/cnujes.2013.34.1.227
  8. Krasny, M. E. & Lee, S. K. (2002). Social learning as an approach to environmental education: Lessons from a program focusing on non-indigenous, invasive species. Environmental Education Research, 8(2), 101-119. https://doi.org/10.1080/13504620220128194
  9. Lee, S. K. (2013). A case study on professional learning community of teachers in science education based on the collaboration of a National University of Education and its affiliated elementary school. Elementary Science Education, 32(4), 437-451.
  10. Lim, K. (2014). Development and application of science education program to improve elementary school students' environmental sensitivity for promoting their environmental behavior. Submitted Master's Thesis, Seoul National University of Education.
  11. Loucks-Horsley, S., Love, N., Stiles, K. E., Mundry, S. & Hewson, P. W. (2003). Designing professional development for teachers of science and mathematics. California: Corwin Press.
  12. Park, S. (2006). In search of paradigms for developing professionalism for social studies teachers as cooperative designers. Social Studies Education, 45(31), 89-208.
  13. Schon, D. A. (1991). The reflective practitioner: How professionals think in action. Aldershot: Ashgate.
  14. Spradley, J. P. (1980). Participant observation. New York: Holt, Rinehart and Winston.

Cited by

  1. A Comparative Study on Cooperative Interaction in the Teacher’s Learning Community : Focused on Elementary Mathematics Lessons vol.28, pp.1, 2018, https://doi.org/10.29275/jerm.2018.02.28.1.75