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http://dx.doi.org/10.15267/keses.2022.41.3.480

Elementary School Teachers' Perceptions and Demands on the Use of Realistic Content in Science Class  

Cha, Hyun-Jung (Chuncheon National University of Education)
Yoon, Hye-Gyoung (Chuncheon National University of Education)
Park, Jeongwoo (Jeju National University)
Publication Information
Journal of Korean Elementary Science Education / v.41, no.3, 2022 , pp. 480-500 More about this Journal
Abstract
In this study, the perception and demands on the use of realistic content were analyzed through in-depth interviews with elementary school teachers experienced in using realistic content in science classes. Specifically, the following questions were investigated: (1) What kind of realistic content and how do elementary school teachers use it in science classes? (2) What are the perceptions and difficulties of elementary school teachers regarding the use of realistic content in science classes? (3) What are the needs of elementary school teachers related to the professional development program for the use of realistic content in science classes? The study revealed the following results. First, elementary school teachers mainly used digital textbooks and realistic content provided by the "Science Level Up" site, and the content types could be classified into "exploration type," "visit type," and "production type," according to the purpose of use. Second, elementary school teachers mentioned the educational advantages of using realistic content to help students understand scientific content, induce interest and curiosity, and become immersed in a sense of reality. Several difficulties related to the use of realistic content were mentioned. Among them, the lack of high-quality educational content suitable for science classes and a lack of examples of specific class cases that use realistic content stood out. Thirdly, regarding the development of teacher expertise to use realistic content, elementary school teachers emphasized the need for information on quality realistic content; teacher training centered on specific class cases; instructional models that can be applied by realistic content type; and information on the purchase, use, management, and operation of necessary devices. Reflecting on these research results, implications for more effective use of realistic content in elementary science classes were discussed.
Keywords
science class; realistic contents; elementary school teacher;
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