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Cases of Science Classroom Discourse Analyzed from the Perspective of Knowledge-Sharing  

Oh, Phil-Seok (Ewha Womans University)
Lee, Sun-Kyung (Seoul National University)
Kim, Chan-Jong (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.27, no.4, 2007 , pp. 297-308 More about this Journal
Abstract
Inspired by the idea that classroom instruction proceeds through knowledge-sharing, this study examined different modes of knowledge-sharing that were realized in discursive practices in Korean secondary science classrooms. Data came from 9 science teachers. An interpretative strategy was employed to analyze the video-recording of the teachers' own science classrooms and transcriptions. The results showed four different modes of knowledge-sharing, including 'retrieving subject matter knowledge', 'reformulating subject matter knowledge', 'expansion and elaboration of understanding', and 'negotiation of meaning'. It was also revealed that there was a tie between an active mode of knowledge-sharing and scaffolding: the former allowed students to take active roles in discourses and the latter was one of the desired patterns of classroom interaction. It was suggested that further studies should be conducted to understand science instruction from more varied perspectives and to examine and utilize the detailed features of desired classroom practices like scaffolding.
Keywords
knowledge-sharing; scaffolding; classroom discourse; science classroom;
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Times Cited By KSCI : 1  (Citation Analysis)
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