Browse > Article
http://dx.doi.org/10.15267/keses.2019.38.2.244

Facilitating Participation - A Science Subject Teacher's Practical Knowledge for Helping Elementary Students' Construction of Positive Emotion -  

Han, Moonhyun (Bucheon Elementary School)
Publication Information
Journal of Korean Elementary Science Education / v.38, no.2, 2019 , pp. 244-262 More about this Journal
Abstract
The purpose of this study is to explore how the practical knowledge used by an elementary school science teacher during learner-centered science instruction can promote elementary students' construction of positive emotion. Using an auto-ethnographic approach over a period of three months, the researchers collected students' interest diaries, post interviews with students, video recordings in science classes, and students' personal diaries and analyzed them by means of the constant comparative method. In this way, the researchers categorized the structure of the practical knowledge held by the teacher and explained how it was applied in learner-centered science instruction to promote students' construction of positive emotion. Three images of an elementary science teacher's practical knowledge emerged and can be categorized under the following headings: 1) 'From science classroom to science $caf{\acute{e}}$', 2) 'Pleasant experiment class for all students and the teacher', and 3) 'A science class for students who were marginalized'. These images were backed up by principles and rules, and the teacher came to embody these images as he implemented these rules. This study also discusses how the impact of a science teacher's practical knowledge on students' construction of positive emotions can be interpreted as promoting positive outcomes rather than negative sanctions, meeting students' expectation from lab activities, and meeting the specific needs of marginalized students in a science class.
Keywords
affect; emotion; learner-centered instruction; practical knowledge;
Citations & Related Records
Times Cited By KSCI : 9  (Citation Analysis)
연도 인용수 순위
1 Bang, M. & Marin, A. (2015). Nature-culture constructs in science learning: Human/non-human agency and intentionality. Journal of Research in Science Teaching, 52(4), 530-544.   DOI
2 Barrett, L. F. (2017). The theory of constructed emotion: An active inference account of interoception and categorization. Social Cognitive and Neuroscience, 12(1), 1-23. doi:10.1093/scan/nsw154   DOI
3 Barton, A. C. & Tan, E. (2009). Fund of knowledge and discourses and hybrid space. Journal of Research in Science Teaching, 46(1), 50-73.   DOI
4 Bellocchi, A., Quigley, C. & Otrel-Cass, K. (2017). Exploring emotions, aesthetics and wellbeing in science education research, cultural studies of science education, 13. Dordrecht, Netherlands: Springer International Publishing.
5 Bochner, A. (2000). Criteria against ourselves. Qualitative Inquiry, 6(2), 266-272.   DOI
6 Boiger, M. & Mesquita, B. (2012). Construction of emotion in interactions, relationships, and cultures. Emotion Review, 4(3), 221-229.   DOI
7 Chang, H. (2008). Autoethnography as method. Walnut Creek, CA: Left Coast Press, Inc.
8 Chu, H. E., Martin, S. N. & Park, J. (2018). A theoretical framework for developing an intercultural steam program for Australian and Korean students to enhance science teaching and learning. International Journal of Science and Mathematics Education, 1-16. Advance online publication. https://doi.org/10.1007/s10763-018-9922-y   DOI
9 Cho, Y. M., & Oh, P. S. (2011). Analysis of the 'Structure' of an elementary school teacher's practical knowledge on science experiment lessons. Journal of the Korean Elementary Science Education, 30(2), 162-177.   DOI
10 Choi, J., Jo, K., Joung, Y. & Kim, H. (2016). Exploration, conflicts, challenges, and changes: A teacher educator's self-study for secondary school physics instruction course. Journal of the Korean Association for Science Education, 36(5), 739-756.   DOI
11 Collins, R. (2004). Interaction ritual chains. Princeton, NJ: Princeton University Press.
12 Corbin, J. & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for developing grounded theory. CA, US: Sage publications.
13 Elbaz, F. (1981). The teacher's "practical knowledge": Report of a case study. Curriculum Inquiry, 11(1), 43-71.   DOI
14 Ellis, C. & Bochner, A. P. (2000). Autoethnograpthy, personal narrative, and personal reflectivity. In Denzin, N. K. & Lincoln, Y. S. (eds.). Handbook of qualitative research (2nd ed.). (pp. 733-768). Thousand Oaks, CA: Sage.
15 English, L. D. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15 (Supplement 1), 5-24.   DOI
16 Han, M. H. & Kim, H. B. (2018b). Elementary students' modeling using analogy models to reveal the hidden mechanism of the human respiratory system. International Journal of Science and Mathematics Education, 1-20. Advance online publication. https://doi.org/10.1007/s10763-018-9895-x
17 Ha, H. & Kim, H. B. (2019). A theoretical investigation on agency to facilitate the understanding of student-centered learning communities in science classrooms. Journal of the Korean Association of Science Education, 39(1), 101-113.   DOI
18 Han, M. (2019). Mitigating contradictions: Elementary school homeroom teachers' cooperation for using diversified science instructional methods. Journal of the Korean Association of Science Education, 39(2), 307-320. http://dx.doi.org/10.14697/jkase.2019.39.2.307   DOI
19 Han, M. & Kim, H. B. (2017). Elementary students' cognitive-emotional rebuttals in their modeling activity: Focusing on epistemic affect. Journal of the Korean Association of Science Education, 37(1), 155-168.   DOI
20 Han, M. & Kim, H. B. (2018a). An introverted elementary student's construction of epistemic affect during modeling participation patterns. Journal of the Korean Association of Science Education, 38(2), 171-186.   DOI
21 Holstermann, N., Ainley, M., Grube, D., Roick, T. & Bogeholz, S. (2012). The specific relationship between disgust and interest: Relevance during biology class dissections and gender differences. Learning and Instruction, 22(3), 185-192. doi:10.1016/j.learninstruc.2011.10.005.   DOI
22 Jaber, L. & Hammer, D. (2016). Learning to feel like a scientist. Science Education, 100(2), 189-220.   DOI
23 Kincheloe, J. L. (2005). Autobiography and critical ontology: Being a teacher, developing reflective person. In Roth, W. M. (Ed.). Auto-biography and auto-ethnography: Praxis of research method. Rotterdam: Sense Publishers.
24 Jaber, L., Southerland, S. & Dake, F. (2018). Cultivating epistemic empathy in preservice teacher education. Teacher and Teacher Education, 72, 13-23.   DOI
25 Kim, D. J. (2009). Teachers' theories concerning curriculum implementation: Inquiry on teachers' practical knowledge by mixed research methodology. The Journal of Curriculum Studies, 27(3), 127-157.   DOI
26 Kim, J. Y. (2003). Focused on the elementary mathematics class = Understanding of the practical knowledge of the elementary teacher in the class. The Journal of Elementary Education, 16(1), 141-159.
27 Kim, Y. C. (2006). Qualitative research methodology I. Seoul: Mooneumsa.
28 Kim, Y. C. & Lee, D. S. (2011). An inquiry on the theoretical perspectives and methodological characteristics of autoethnography. The Korean Association of Yeolin Education, 19(4), 1-27.
29 King, D., Ritchie, S., Sandhu, M. & Henderson, S. (2015). Emotionally intense science activities. International Journal of Science Education, 37(12), 1886-1914.   DOI
30 King, D., Ritchie, S. M., Sandhu, M., Henderson, S. & Borand, B. (2017). Temporality of emotion: Antecedent and successive variants of frustration when learning chemistry. Science Education, 101(4), 639-672.   DOI
31 Lee, S. Y., Oh, P. S., Kim, H., Lee, K. H., Kim, C. J. & Kim, H. B. (2009). A review of research perspectives on science teachers' pedagogical knowledge and practical knowledge. The Journal of Korean Teacher Education, 26(1), 27-57.   DOI
32 Kwak, Y. (2018). Effects of educational context variables on science achievement and interest in TIMSS 2015. Journal of the Korean Association of Science Education, 38(2), 113-122.   DOI
33 Lee, D. S. (2012). Autoethnography & qualitative research. Paju, South Korea: Academy Press.
34 Lee, S. A., Juhn, Y. S., Hong, J. E., Shin, Y. J., Choi, J. H. & Lee, I. H. (2007). Difficulties experienced by elementary school teachers in science classes. Journal of Korean Elementary Science Education, 26(1), 97-101.
35 NGSS Lead States. (2013). The next generation science standards: For states, by states. Washington, DC: National Academies Press.
36 Milne, C. & Otieno, T. (2007). Understanding engagement: Science demonstration and emotional energy. Science Education, 91, 523-553.   DOI
37 Mortimer, E. F. & Scott, P. H. (2003). Meaning making in secondary science classrooms. Maidenhead, Philadelphia: Open University Press.
38 Muis, K. R., Chevrier, M. & Singh, C. A. (2018). The role of epistemic emotions in personal epistemology and self-regulated learning. Educational Psychologist, 53(3), 165-184.   DOI
39 Park, J. S., Jang, J. A. & Song, J. W. (2016). Why did I cope with so?: A teachers' strategy to cope with anomalous situations in primary practical sciences lessons. The Journal of Elementary Science Education, 35(3), 277-287.   DOI
40 Oh, P. S., Kang, H. T., Kim, J. Y., Kwon, H. J. & Sung, S. M. (2018). A phenomenological study on science class of an exemplary elementary school teacher. Journal of Qualitative inquiry, 4(2), 319-377.
41 Patchen, T. & Smithenry, D. W. (2014). Diversifying instruction and shifting authority: A cultural historical activity theory (CHAT) analysis of classroom participant structures. Journal of Research in Science Teaching, 51(5), 606-634.   DOI
42 Pekrun, R. (2006). The control-value theory of achievement emotions: Assumptions, corollaries, and implications for educational research and practice. Educational Psychology Review, 18(4), 315-341.   DOI
43 Pekrun, R., Frenzel, A. C., Goetz, T. & Perry, R. P. (2007). The control-value theory of achievement emotions: An integrative approach to emotions in education. In Schutz, P. A. & Pekrun, R. (eds.), Emotion in education (pp. 13-36). Amsterdam: Academic Press.
44 Sandoval, W. A. & Reiser, B. J. (2004). Explanationdriven inquiry: Integrating conceptual and epistemic scaffolds for scientific inquiry. Science Education, 88(3), 345-372.   DOI
45 Pekrun, R., Goetz, T., Titz, W. & Perry, R. P. (2002). Academic emotions in students' self-regulated learning and achievement: A program of qualitative and quantitative research. Educational Psychologist, 37(2), 91-105.   DOI
46 Petersen, M. R. & Dohn, N. B. (2017). Interest and emotions in science education. In Bellocchi, A., Quigley, C. & Otrel-Cass, K. (eds.), Exploring emotions, aesthetics and wellbeing in science education research, cultural studies of science education, 13. (pp. 187-202). Dordrecht, Netherlands: Springer International Publishing.
47 Rathunde, K. & Csikszentmihalyi, M. (1993). Undivided interest and the growth of talent: A longitudinal study of adolescents. Journal of Youth and Adolescence, 22(4), 385-405.   DOI
48 Rheinberg, F. (2008). Intrinsic motivation and flow. In Heckhausen, J. & Heckhausen, H. (eds.), Motivation and action (pp. 323-348). New York: Cambridge University Press.
49 Russell, J. A. (2003). Core affect and the psychological construction of emotion. Psychological Review, 110(1), 145-172.   DOI
50 Schon, D. A. (1983). The reflective practitioner. New York: Basic Books.
51 Shin, Y., Kwak, Y., Kim, H., Lee, S.-Y., Lee, S. & Kang, H. (2017). Study on the development of test for indicators of positive experiences about science. Journal of the Korean Association for Research in Science Education, 37(2), 335-346.
52 Sinatra, G. M., Broughton, S. H. & Lombardi, D. (2014). Emotions in science education. In Pekrun, R. & Linnenbrink-Garcia, L. (eds.), International handbook of emotions in education (pp. 415-457). New York, NY: Routledge.
53 Tuan, H. L., Chin, C. C. & Shieh, S. H. (2005). The development of a questionnaire for assessing students' motivation toward science learning. International Journal of Science Education, 27, 639-654.   DOI
54 Stroupe, D. (2017). Ambitious teachers' design and use of classrooms as a place of science. Science Education, 101(3), 458-485.   DOI
55 Thamm, R. (2004). Towards a universal power and status theory of emotion. Advances in Group Processes, 21, 189-222.   DOI
56 Tobin, K. (2005). Building enacted science curricula on the capital of learners. Science Education, 89, 577-594.   DOI
57 Tobin, K., Ritchie, S. M., Oakley, J. L., Mergard, V. & Hudson, P. (2013). Relationships between emotional climate and the fluency of classroom interactions. Learning Environments Research, 16(1), 71-89.   DOI
58 Tomas, L., Rigano, D. & Ritchie, S. M. (2016). Students' regulation of their emotions in a science classroom. Journal of Research in Science Teaching, 53(2), 234-260.   DOI
59 Turner, J. H. (2009). The sociology of emotions: Basic theoretic arguments. Emotion Review, 1, 340-354.   DOI
60 van Driel, J. H., Beijaard, D. & Verloop, N. (2001). Professional development and reform in science education: The role of teachers' practical knowledge. Journal of Research in Science Teaching. 38(2), 137-158.   DOI
61 Won, J. A., Kim, Y. H. & Paik, S. H. (2010). A research of elementary school teachers' perceptions about the science subject exclusive system. Journal of Korean Elementary Science Education, 29(1), 56-68.
62 Yoon, H. G. (2008). Elementary teachers' dilemmas of teaching science practical work. The Journal of Elementary Science Education, 27(2), 102-116.
63 Yu, E. J., Lee, S. K., Choi, J. R. & Kim, C. J. (2010). Investigation on science teachers' practical knowledge by life history. Journal of the Korean Association of Science Education, 30(8), 971-987.   DOI