Browse > Article
http://dx.doi.org/10.14697/jkase.2006.26.5.660

Is It an 'Educational' Activity?: The Case of a High School Biology Laboratory Class  

Han, Soo-Youn (Korean National Institute for the Gifted in Arts)
Publication Information
Journal of The Korean Association For Science Education / v.26, no.5, 2006 , pp. 660-673 More about this Journal
Abstract
There have been many attempts to determine the value and the role of school laboratory experiment, but it seems hard to find consensus among these attempts from the perspective of education. This difficulty seems mainly due to disagreement on the concept of education, which has caused an instrumental attitude considering the school laboratory only as a means of developing science or pursuing various functions of school. However, the Endogenous Theory of Education (ETE), which claims education as 'a form of life', has recently paved the way for laboratory experiment to be justified as an opportunity of 'educooperation' allowing students to experience the intrinsic values of education in the medium of science. According to this theory, it is not the detailed practicals but the whole context where the laboratory activity is situated that matters in revealing the inherent educational phenomena. Through this new perspective, I observed two biology laboratory classes in a high school and analyzed the pattern of teacher-student and student-student interactions. Some meaningful educooperation was found in students' chattering, which has been traditionally considered as merely noise in the classroom, rather than in teacher-student interactions. This study discusses the reasons for these findings in detail and culminates in suggesting ways for accentuating the educational aspect of school laboratory activity.
Keywords
ETE (Endogenous Theory of Education); school laboratory experiment; educooperation;
Citations & Related Records
연도 인용수 순위
  • Reference
1 Chang, S. (1990). Conceptual confusion of education as related with heteronomy of educational research, The SNU Journal of Educational Studies, 5, 21-64
2 Chang, S. (1991). Reconceptualization of research domains in education. SNU Educational Research Monographs, 91-92. Educational Research Institute, College of Education, Seoul National University
3 Chang, S. (1994c). Another idea of education. In S. Lee(Ed.), Main Trend of Educational Research in Korea,(pp.291-326). Seoul: Na Nam Publishing Co.
4 Chang, S. (1998). Epistemological significance of educational relationship. Korean Social Science Journal, 25(1), 21-61
5 DeBoer, G. E. (1997). What we have learned and where we are headed: Lessons from the Sputnik Era. Paper prepared for the symposium 'Reflecting on Sputnik: Linking the Past, Present, and Future of Educational Reform.' National Academy of Sciences, Washington, DC, October4, 1997
6 Dow, P. (1997). Sputnik Revisited: Historical Perspectives in Science Reform. 'Reflecting on Sputnik: Linking the Past, Present, and Future of Educational Reform.' National Academy of Sciences, Washington, DC, October 4
7 Gallagher, J. (1985). Secondary school science interim report. East Lancing: Institute for Research on Teaching, Michigan State University
8 Galison, P. (1997). Three laboratories. Social Research, 64(3),1127-1155
9 Lenoir, T. (1988). Practice, reason, and context: The dialogue between theory and experiment. Science in Context, 2, 3-22
10 Matthews, M. (1994). Science teaching: The role of history and philosophy of science. New York: Routledge
11 Schutz, A. (1973). Collected papers I: The problem of social reality. Hague: Martinus Nijhoff
12 Tamir, P. and Lunetta, V. (1981). Inquiry related tasks in high school science laboratory handbooks. Science Education, 65, 477-484
13 Turner, D. (1927/1981). History of science teaching in England. London: Chapman & Hall
14 Wheaton, B. (1983). The tiger and the shark. Cambridge: Cambridge University Press
15 Chang, S. (1994b). Diffusion of personal knowledge. Seoul:KyoYukKwaHak Sa
16 Atkin, J.(1968). Research styles in science education. Journal of Research in Science Teaching, 5, 338-345   DOI
17 Bybee, R. W. (1997). The Sputnik Era: Why is the educational reform different from all other reforms? Paper prepared for the symposium 'Reflecting on Sputnik: Linking the Past, Present, and Future of Educational Reform.' National Academy of Sciences, Washington, DC, October4, 1997
18 Chang, S. (1986). The problems of academic disorientation in the educational research, The SNU Journal of Educational Studies, 1, 5-53
19 Bruner, J. S. (1961). The process of education. New York: Random House
20 Shulman, L. and Tamir, P. (1973) Research on teaching in the natural sciences. In R. Travers (Ed.). Second Handbook of Research on Teaching. Chicago: Rand McNally
21 Hodson, D. (1998). Is this really what scientists do? In J. Wellington (Ed.). Practical Work in School Science. London: Routledge
22 Bybee, R. and DeBoer, G. (1994). Research on goals for the science curriculum. In D. L. Gabel(Ed.), Handbook of research on science teaching and learning (Volume II), (pp. 357-387). New York: Macmillan
23 Hodson, D. (1996). Laboratory work as scientific method: Three decades of confusion and distortion. Journal of Curriculum Studies, 28(2), 115-135   DOI
24 Lunetta, V. (1998). The school science laboratory: Historical perspectives and contexts for contemporary teaching. In B. Fraser & K. Tobin (Eds.). International Handbook for Science Education. Dordrecht: Kluwer
25 Roth, W. (1995). Authentic school science. Boston: Kluwer Academic Pub.
26 Armstrong, H. (1903). The teaching of scientific method. London: Macmillan
27 Hofstein, A. and Lunetta, V. N. (1982). The role of laboratory in science teaching: Neglected aspects of research. Review of Educational Research, 52(2), 201-217   DOI   ScienceOn
28 Latour, B. and Woolgar, S. (1986). Laboratory life. Beverley Hills: Sage
29 Chang, S. (1994a). Educational methodology. In Y. Han(Ed.), Construction of Educational Nation, (pp.281-321). Seoul: Yang Seu Won
30 Han, S. (2004a). A reflection on laboratory experiment in school science in the perspective of Endogenous Theory of Education. Doctoral Dissertation. Seoul National University
31 Lagemann, E. (2000). An elusive science: The troubling history of education research. Chicago: The University of Chicago Press
32 Reimer, E. (1971). School Is dead: An essay on alternatives in education. NY: Doubleday & Company, Inc.
33 Wellington, J. (1998). Practical work in science: time for a reappraisal. In J. Wellington(Ed.), Practical Work in School Science. London: Routledge
34 Schwab, J. (1962). The teaching of science as inquiry. In The Teaching of Science (pp.1-103). Cambridge, MA: Harvard University Press
35 Babikian, Y. (1971). An empirical investigation to determine the relative effectiveness of discovery, laboratory, and expository methods of teaching science concepts. Journal of Research in Science Teaching, 8(3), 201-209   DOI
36 Hart, C., Mulhall, P., Berry, A., Loughran, J. and Gunstone, R. (2000). What is the purpose of this experiment? Or can students learn something from doing experiments? Journal of Research in Science Teaching, 37(7), 655-675   DOI   ScienceOn
37 Kohler, R. (1994). Lords of the fly: Drosophila genetics and experimental life. Chicago: The University of Chicago Press
38 Nott, M. and Wellington, J. (1996). When the black box springs open: practical work in schools and the nature of science. International Journal of Science Education, 18(7), 807-818   DOI   ScienceOn
39 Stuwer, R. (1975). The compton effect, New York: Science History Publications
40 Brockman, J. (2005). A talk with Howard Gardner. Edge: www.edge.org
41 DeBoer, G. E. (1991). A history of ideas in science education: Implications for practice. New York: Teachers College Press
42 Kim, H (2003). Middle school students' open physics inquiry emphasizing peer argumentation : its conditions, features, and roles. Doctoral Dissertation. Seoul National University
43 Klopfer, L. (1990). Learning scientific inquiry in the student laboratory. In E. Hegarty-Hazel (Ed.). The Student Laboratory and the Science Curriculum. London: Routledge
44 Lazarowitz, R. and Tamir, P. (1994). Research on using laboratory instruction in science. In D. Gabel (Ed.), Handbook of research on science teaching and learning,(pp.94-128). New York: Macmillan
45 Nyberg, D. and Egan, K. (1981). The erosion of education: socialization and the schools. NY: Teachers College, Columbia University
46 Hacking, I. (1989). Philosophers of experiments. In A. Fine and J. Leplin (Eds.), PSA, (pp.147-156). East Lancing, Michigan: Philosophy of Science Association
47 Nott, M. (1995). 'Talking your way out of it', 'rigging', and 'conjuring': what science teachers do when practicals go wrong. International Journal of Science Education, 17(3), 399-410   DOI   ScienceOn
48 Driver, R. et al. (1994). Making sense of secondary science: Research into childrens' Ideas. London: Routledge
49 Gott, R. and Duggan, S. (1996). Practical work: its role in the understanding of evidence in science. International Journal of Science Education, 18(7), 791-806   DOI   ScienceOn
50 Nyberg, D. and Egan, K. (1981). The erosion of education: socialization and the schools. NY: Teachers College, Columbia University. Pickering. (Ed.) (1992). Science as practice and culture. Chicago: The University of Chicago Press
51 Tobin, K. (1987). What happens in high school science classrooms. Journal of Curriculum Studies, 19(6), 549-560   DOI
52 Chang, S. (2005). Science and education: What is education? Seoul: Seoul National University Press
53 Han, S. (2004b). Educational reflections on laboratory experiment in school science. The Journal of Educational Principles, 9(1), 47-82
54 Woolnough, B. (1995). Switching students onto science. Science Education Newsletter, 121, August
55 Kim, J. (2000). An Educational reflection on Vygotsky's theory on the appropriation of higher mental functions and the mediation of speech. Doctoral Dissertation. Seoul National University
56 Woolnough, B. (1998). Authentic science in schools, to develope personal knowledge. In J. Wellington (Ed.), Practical Work in School Science. London: Routledge
57 Kerr, J. (1964). Practical work in school science. Leicester: University Press
58 Yang, M. (2005). Curriculum studies based on Endogenous Theory of Education: The logic and implication. The Journal of Educational Principles, 10(2), 39-69