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Beginning Science Teachers' Teaching Practice in Relation to Arranging Science Content and Sense-Making Strategy  

Ahn, Yu-Min (Seoul National University)
Kim, Chan-Jong (Seoul National University)
Choe, Seung-Um (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.26, no.6, 2006 , pp. 691-702 More about this Journal
Abstract
The purposes of the study are to portray Korean beginning secondary science teachers' ways of arranging science content, sense-making strategy, and factors contributing to the tensions between teachers' intentions and actual practice. Six beginning secondary science teachers participated in this study. Science classes taught by the participating teachers were observed and videotaped. Semi-structured interviews were conducted for science teachers participated in this study after science classes were observed. Instructional materials were also collected for each science class. Video- and audio-taped data were transcribed and analyzed using conceptual framework developed by the Michigan State University. The findings of this study produce the following conclusions: (1) beginning teachers' science classes are arranged in ways compatible to traditional school science, (2) frequently used sense-making strategies are procedural display and narrative reasoning, (3) tensions between beginning teachers' intentions and practice arise from two factors such as assessment and differences in educational views with peer teachers, and (4) learning experiences, lack of perceptions and preparations on reform science teaching, and the absence of systematic program for professional development programs for beginning science teachers are major obstacles to reform science teaching for beginning teachers.
Keywords
teacher education; professional development; beginning teacher; science content;
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