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Teaching Behavior Elements and Analysis of Instructional Types Generated in Elementary Science Teacher's Classroom  

Yang, Il-Ho (Korea National University of Education)
Ser, Hyung-Doo (Korea National University of Education)
Jeong, Jin-Woo (Korea National University of Education)
Kwon, Yong-Ju (Korea National University of Education)
Jung, Jae-Gu (Korea National University of Education)
Seo, Ji-Hye (Korea National University of Education)
Lee, Hea-Jung (Korea National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.24, no.3, 2004 , pp. 565-582 More about this Journal
Abstract
The purpose of this study was to explore the elements of teaching behavior and classify instructional types through the teacher's classroom observation in elementary school science classrooms. 18 elementary school teachers were selected at Seoul city and Kyungkido. The topic of lesson was 'How the weight of object is changed according to the shape to sink in the water'. Each class was recorded and analyzed that. The teaching behavior elements were used inductional analysis method. The instruction types were classified into instructional organization, teaching strategies in teaching-learning processes, the level of openness of inquiry at science classroom. The validity and reliability of the data were analyzed by 7 science educators. The results of the analysis of the teachers discourse showed that there are 23 types of teaching behavior elements. Used teaching behavior elements revealed the differences from each teacher. There were 7 types among the 12 types of class and the most common types of instruction were unsystematic, teacher-centered, and guided-inquiry. The result showed that guided inquiry type was found more than open inquiry type and teacher-centered instructional, content-centered instructional, superficial inquiry process showed characteristic.
Keywords
teaching behavior elements; instructional types;
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