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Case Study on Science Classroom Analysis  

Kwak, Young-Sun (Korea Institute of Curriculum & Evaluation)
Publication Information
Journal of The Korean Association For Science Education / v.23, no.5, 2003 , pp. 484-493 More about this Journal
Abstract
This case study exemplifies science classroom observation and analysis. Data from two-day classroom observation, pre- and post-instruction interviews with the teacher and instructional materials were used to analyse the features of a science classroom. A teacher's classroom practices were examined in terms of the following six categories: (1)curriculum and science content, (2)teaching and learning methods, (3) teacher' s knowledge about learners, (4)classroom environment, (5)assessment, and (6)teacher's efforts for professional development. The teacher in this case study not only improved his own classroom practices, but also took an active role in teachers' in-service education to share his practical knowledge with others. Implications that valid evaluation(or observation) frameworks of classroom practices have on teacher education and teachers' inservice education are also discussed. These evaluation frameworks should provide teachers with a vision of highly accomplished practices.
Keywords
classroom evaluation; evaluation frameworks of classroom practices; teacher education; qualitative research;
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