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Qualitative Research on Common Features of Best Practices in the Secondary School Science Classroom  

Kwak, Young-Sun (Korea Institute of Curriculum & Evaluation)
Kim, Joo-Hoon (Korea Institute of Curriculum & Evaluation)
Publication Information
Journal of The Korean Association For Science Education / v.23, no.2, 2003 , pp. 144-154 More about this Journal
Abstract
This study investigated the common features of the best practices in the science classroom, which is the core of school education. The underlying assumption of this research is that the fulfillment of school education is possible with substantial instruction of school curricular areas. The substantial learning of any curricular area depends on each classroom lesson. Data from classroom observations in-depth interviews with teachers and a group of students, a collection of instructional materials were used to extract common characteristics of best practices implemented by 10 exemplary secondary-school science teachers. Common features of best science practices were analyzed in terms of (1)reorganization of science content, (2)pedagogical skills, (3)evaluation, and (4)teachers' efforts for professional development. Results indicated that exemplary science teachers adapted curriculum and textbook content according to students' level and learning context, were able to use a variety of instructional methods and strategies, provided cooperative and intellectually challenging learning environment, and improved their instruction based on assessment results. Also, these exemplary teachers not only improved their own classroom practices, but also participated actively in various professional community of science teachers to share their practical knowledge with their colleagues. They took an active role in teachers' in-service education.
Keywords
best practices; exemplary teachers; professional development; pedagogical skills; qualitative methods;
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