Browse > Article
http://dx.doi.org/10.14697/jkase.2015.35.2.0247

Developing an Instrument for Analysing Students' Behavioral Engagement in School Science Classroom  

Choi, Joonyoung (Seoul National University)
Na, Jiyeon (Chuncheon National University of Education)
Song, Jinwoong (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.35, no.2, 2015 , pp. 247-258 More about this Journal
Abstract
Students are engaged in classroom learning, and classroom learning occurs not only through conversation but also through nonverbal behavior. In science classrooms especially, there are meaningful nonverbal behaviors such as practical activities like observation and measurement. But these behaviors have not been properly investigated by existing instruments that try to measure students' engagement. This study aims to develop a new instrument for analyzing students' behavioral engagement especially in science classrooms. The method of developing the instrument was structured along three steps. First, student behaviors have been classified into fourteen categories through literature review and a series of observation of elementary science classroom. Second, based on these, a framework for analyzing student behavioral engagement has been developed. With the framework, every student moment could be labeled as Participatory Speech or Participatory Silence or Non-Participatory Speech or Non-Participatory Silence. Third, an instrument to which the framework is applied has been developed by using Microsoft Excel. As a trial, two fourth-grade students in elementary science class were analyzed with this instrument. The results of the trial analysis shows that the longest period of a science lesson was occupied by Participatory Silence (63% and 72%). Among the participatory silence, 'listening' was the most common (51% and 42% of the trial lesson) and 'observing' which is a specific behavior to science was the fourth position (17% and 17% of the trial lesson). It is expected that the developed instrument could be used in improving our understanding of the patterns of student engagement in science classrooms.
Keywords
science classroom; behavioral engagement; participation; non-participation; silence; video analysis;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the student engagement instrument. Journal of School Psychology, 44, 427-445.   DOI   ScienceOn
2 Cameron, D. (2001). Working with Spoken Discourse. Thousand Oaks, CA: Sage.
3 Childs, A. & McNicholl, J. (2007). Investigating the relationship between content knowledge and pedagogical practice through the analysis of classroom discourse. International Journal of Science Education, 29(13), 1629-1653.   DOI   ScienceOn
4 Chin, C. (2006). Classroom interaction in science: Teacher questioning and feedback to students' responses. International Journal of Science Education, 28(11), 1315-1346.   DOI   ScienceOn
5 Consortium on Chicago School Research at the University of Chicago (2013). 2013 CPS My Voice, My School Student Survey Codebook. Retrieved from http://ccsr.uchicago.edu/page/2013-survey-documentation.
6 Fredricks, J. A., Blumenfeld, P. C., & Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74(1), 59-109.   DOI
7 Fredricks, J., McColskey, W., Meli, J., Mordica, J., Montrosse, B., & Mooney, K. (2011). Measuring student engagement in upper elementary through high school: A description of 21 instruments. Issues & Answers Report, REL2011-No.098. Retrieved from http://ies.ed.gov/ncee/edlabs/projects/project.asp?projectID=268.
8 Fredricks, J. & McColskey, W. (2012). The measurement of student engagement: A comparative analysis of various methods and student self-report instruments. In S. Christenson, A. L. Reschly, & C. Wylie (Eds.), Handbook of Research on Student Engagement. (pp. 763-782). New York, NY: Springer.
9 Gal, H., Lin, F.-L., & Ying, J.-M. (2008). Listen to the silence: The left-behind phenomenon as seen through classroom videos and teachers' reflections. International Journal of Science and Mathematics Education, 7(2), 405-429.   DOI
10 Gilmore, P. (1985). Silence and sulking: Emotional displays in the classroom. In D. Tannen & M. Saville-Troike, Perspective on Silence, (pp. 205-214). Norwood, NJ: Ablex.
11 Greenwood, C. R., Carta, J. J., Kamps, D., Terry, B., & Delquadri, J. (1994). Development and validation of standard classroom observation system for school practitioners: Ecobehavioral assessment systems software (EBASS). Exceptional Children, 61(2), 197-210.
12 Greenwood, C. R. & Kim, J. M. (2012). Response to intervention (RTI) services: An ecobehavioral perspective. Journal of Educational and Psychological Consultation, 22(1-2), 79-105.   DOI   ScienceOn
13 Klopfer, L. E. (1971). Evaluation of learning in Science. In B. S. Bloom, J. T. Hastings, & G. F. Madaus (1971). Handbook on Formative and Summative Evaluation of Student Learning. New York: McGraw-Hill.
14 Kelly, G. J. (2007). Discourse in science classrooms. In S. K. Abell & N. G. Lederman (Eds.), Handbook of Research on Science Education, (pp. 443-469). New Jersey: Lawrence Erlbaum Associates, Publishers.
15 Kim, H., Park, B., & Lee, B. (2007). Analysis of the basic inquiry process in Korean science textbooks: Focused on classification, prediction and reasoning. Journal of Korean Elementary Science Education, 26(5), 499-508.
16 Kim, S. (2008). Silent participation: East Asian international graduate students' views on active classroom participation. Journal on Excellence in College Teaching, 19(2-3), 199-220.
17 Lee, B., Park, B., & Kim, H. (2007). Analyses of the basic inquiry process in Korean 3-10 grade science textbooks: Focused on observation and measurement. Journal of the Korean Association for Science Education, 27(5), 421-431.
18 Lee, H.-J., Yang, I.-H., Seo, H.-D., & Jung, J.-G. (2005). The types of social participation structure appeared in sixth grade elementary science lessons. Journal of Elementary Science Education, 24(2), 123-129.
19 Lee, J.-A, (2012). The backgrounds and developments of science classroom discourse researches. Korean Journal of Elementary Education, 23(4), 141-156.
20 Lee, J.-A, Choi, J.-R., Park, E. J., Choi, S.-U., Kim, H.-B., Noh, T., Yoo, J., Yi, K.-W., Kye, Y. H., & Kim, C.-J. (2014). The current conditions and the characteristics of elementary students' science-related engagement in informal setting: Focusing on frequency and companion. Journal of Korean Elementary Science Education, 33(1), 1-20.   DOI   ScienceOn
21 Miller, R. B., Greene, B. A., Montalvo, G. P., Ravindran, B., & Nichols, J. D. (1996). Engagement in academic work: The role of learning goals, future consequences, pleasing others, and perceived ability. Contemporary Educational Psychology, 21, 388-422.   DOI   ScienceOn
22 Lemke, J. L. (1990). Talking Science: Language, Learning, and Values. New Jersey: Ablex Publishing Corporation.
23 Li, H.-L. (2001). Silences and silencing silences. In Philosophy of Education Studies Yearbook. (pp. 157-165). Champaign, IL: University of Illinois Press.
24 Meyer, K. R. (2009). Student Classroom Engagement: Rethinking Participation Grades and Student Silence. Doctoral Dissertation, Ohio University.
25 Ollin, R. (2008). Silent pedagogy and rethinking classroom practice: Structuring teaching through silence rather than talk. Cambridge Journal of Education, 38(2), 265-280.   DOI   ScienceOn
26 Reda, M. M. (2009). Between Speaking and Silence. Albany, NY: State University of New York Press.
27 Roehrig, A. D. & Christesen, E. (2010). Development and use of a tool for evaluating teacher effectiveness in grades K-12. In V. J. Shute & B. J. Becker (Eds.), Innovative Assessment for the 21st Century: Supporting Educational Needs, (pp. 207-228). New York, NY: Springer-Verlag.
28 Schultz, K. (2009). Rethinking Classroom Participation: Listening to Silent Voices. New York, NY: Teachers College Press.
29 Seah, L. H., Clarke, D. J., & Hart, C. E. (2014). Understanding the language demands on science students from an integrated science and language perspective. International Journal of Science Education, 36(6), 952-973.   DOI
30 Sfard, A. (1998). On two metaphors for learning and the dangers of choosing just one. Educational Researcher, 27(2), 4-13.   DOI
31 Shapiro, E. S. (2004). Academic Skills Problems: Direct Assessment and Intervention (3rd ed.). New York: Guilford Press.
32 Shapiro, E. S. (2011). Academic Skills Problems: Direct Assessment and Intervention (4th ed.). New York: Guilford Press.
33 Simon, S., Erduran, S., & Osborne, J. (2006). Learning to teach argumentation: Research and development in the science classroom. International Journal of Science Education, 28(2-3), 235-260.   DOI   ScienceOn
34 Skinner, E. A., Kindermann, T. A., & Furrer, C. J. (2009). A motivational perspective on engagement and disaffection. Educational and Psychological Measurement, 69(3), 493-525.   DOI
35 Song, J. (2013). The disparity between achievement and engagement in students' science learning: A case of East-Asian regions. In D. Corrigan, R. F. Gunstone, & A. Jones (Eds.), Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy, (pp. 285-306). Dordrecht: Springer Netherlands.
36 Tatar, S. (2005). Why keep silent? The classroom participation experiences of non-native-English-speaking students. Language and Intercultural Communication, 5(3-4), 284-293.   DOI
37 Vieira, R. D. & Kelly, G. J. (2014). Multi-level discourse analysis in a physics teaching methods course from the psychological perspective of activity theory, International Journal of Science Education, 36(16), 2694-2718.   DOI   ScienceOn
38 Wigfield, A., Guthrie, J. T., Perencevich, K. C., Taboada, A., Lutzklauda, S., Mcrae, A., & Barbosa, P. (2008). Role of reading engagement in mediating effects of reading comprehension instruction on reading outcomes. Psychology in the Schools, 45(5), 432-445.   DOI   ScienceOn
39 Yu, E.-J., Lee, S.-K., Oh, P. S., Shin, M.-K., & Kim, C.-J. (2008). Case studies of the participation structures in secondary science classrooms: Exploring the possibility to develop the 'Space for Hybrid Meaning Making'. Journal of the Korean Association for Science Education, 28(6), 603-617.