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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;
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Times Cited By KSCI : 9  (Citation Analysis)
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