Browse > Article
http://dx.doi.org/10.14697/jkase.2015.35.2.0303

A Case Study on the Features of Classroom Norms Formed in Inquiry Activities of Elementary Science Classes  

Chang, Jina (Seoul National University)
Song, Jinwoong (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.35, no.2, 2015 , pp. 303-312 More about this Journal
Abstract
The purpose of this study is to analyze classroom norms formed in inquiry activities of elementary science classes and to consider about the actual problems in enacting school science inquiry. Focusing on the inquiry activity cases of two classes, the data were collected through classroom observation, student interview, teacher interview and questionnaires. Firstly, classroom norms were categorized into three categories theoretically: norms for behavior guidance; general academic norms; and scientific inquiry academic norms. The subcategory norms of each category were extracted inductively and the features, the causes of formation, and the influences on inquiry of each norm were also analyzed. Based on the analyses on classroom norms, the researchers identified three actual problems in enacting school science inquiry. First, the collective traits of school science inquiry caused structural problems in science classrooms. Second, teachers used their authorities in different ways according to phases of instructions. Third, the conflict cases were reported between general values for education and specific values for science inquiry. Educational implications are discussed in terms of the practices of school science inquiry and of the understanding classroom phenomena.
Keywords
science inquiry; classroom norm; science classroom culture;
Citations & Related Records
Times Cited By KSCI : 1  (Citation Analysis)
연도 인용수 순위
1 Anderson, R. D. (1996). Study of curriculum reform.[Volume I: Findings and conclusions.] Studies of education reform. US Government Printing Office, Superintendent of Documents; Mail Stop: SSOP, Washington, DC 20402-9328.
2 Anderson, R. D. (2002). Reforming science teaching: what research says about inquiry. Journal of Science Teacher Education, 13(1), 1-12.   DOI   ScienceOn
3 Barrow, L. H. (2006). A brief history of inquiry: From Dewey to standards. Journal of Science Teacher Education, 17, 265-278.   DOI
4 Becker, N., Rasmussen, C., Sweeney, G., Wawro, M., Towns, M., & Cole, R. (2013). Reasoning using particulate nature of matter: An example of a sociochemical norm in a university-level physical chemistry class. Chemistry Education Research and Practice, 14(1), 81-94.   DOI
5 Blumenfeld, P. C., Soloway, E., Marx, R. W., Krajcik, J. S., Guzdial, M., & Palincsar, A. (1991). Motivating project-based learning: Sustaining the doing, supporting the learning. Educational psychologist, 26(3-4), 369-398.   DOI
6 Boostrom, R. (1991). The nature and functions of classroom rules. Curriculum Inquiry, 21(2), 193-216.   DOI   ScienceOn
7 Boulton, M. J., & Smith, P. K. (1994). Bully/victim problems in middle-school children: Stability, self-perceived competence, peer perceptions and peer acceptance. British journal of developmental psychology, 12(3), 315-329.   DOI
8 Bybee, R. W., & DeBoer, G. E. (1994). Research on goals for the science curriculum. Handbook of research on science teaching and learning (pp. 357-387). New York: Maxwell Macmillan International.
9 Cho, H. J., Han, I. K., Kim, H. N., & Yang, I. H. (2008). Analysis of elementary teachers' views on barriers in implementing inquiry-based instructions. Journal of the Korean Association for Science Education, 28(8), 901-921.
10 Cobb, P., & Yackel, E. (1996). Constructivist, emergent, and sociocultural perspectives in the context of developmental research. Educational Psychologist, 31(3-4), 175-190.   DOI
11 Driver, R., Newton, P., & Osborne, J. (2000). Establishing the norms of scientific argumentation in classrooms. Science Education, 84(3), 287-312.   DOI
12 Fehr, E., & Fischbacher, U. (2004). Social norms and human cooperation. Trends in cognitive sciences, 8(4), 185-190.   DOI   ScienceOn
13 Fiske, A. P., Kitayama, S., Markus, H. R., & Nisbett, R. E. (1998). The cultural matrix of social psychology. (pp. 915-981). Oxford University Press.
14 Gutmann, A. (1987). Democratic education. Princeton: Princeton University Press.
15 Hechter, M., & Opp, K. D. (Eds.). (2001). What have we learned about the emergence of social norms. Social norms (pp. 394-415). New York: Russell Sage Foundation.
16 Horne, C. (2001). Sociological perspectives on the emergence of social norms. In M. Hechter, & K. D. Opp (Eds.), Social norms (pp. 1-34). New York: Russell Sage Foundation.
17 Jackson, P. W. (1968). Life in classrooms. New York: Holt, Rinehart and Winston.
18 Jasso, G. (2001). Rule finding about rule making: Comparison processes and the making of rules. In M. Hechter, & K. D. Opp (Eds.), Social norms (pp. 348-393). New York: Russell Sage Foundation.
19 Kang, E., Kim, C-J., Choe, S-U., Yoo, J., Park, H-J., Lee, S. & Kim, H-B. (2012). Small group interaction and norms in the process of constructing a model for blood flow in the heart. Journal of the Korean Association for Science Education, 32(2), 372-387.   DOI
20 Jetten, J., Postmes, T., & McAuliffe, B. J. (2002). 'We're all individuals': Group norms of individualism and collectivism, levels of identification and identity threat. European Journal of Social Psychology, 32(2), 189-207.   DOI   ScienceOn
21 Kim, C-J., & Lee, S-K. (2005). The Characteristics of socio-scientific norms and discourses in the science classrooms: Case studies of beginning teachers. The Journal of Korean Teacher Education, 22(3), 359-386.
22 Marx, R. W., & Blumenfeld, P. C. (1997). Enacting project-based science. Elementary School Journal, 97(4), 341.   DOI   ScienceOn
23 Merriam, S. B. (1998). Qualitative research and case study applications in education. San Francisco: Jossey-Bass Publishers.
24 Meyer, D. Z., Meyer, A. A., Nabb, K. A., Connell, M. G., & Avery, L. M. (2013). A theoretical and empirical exploration of intrinsic problems in designing inquiry activities. Research in Science Education, 43(1), 57-76.   DOI
25 Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Thousand Oaks: Sage Publications.
26 National Research Council. (2000). Inquiry and the national science education standards. Washington, DC: National Academy Press.
27 Silins, H. C., Mulford, W. R., & Zarins, S. (2002). Organizational learning and school change. Educational Administration Quarterly, 38(5), 613-642.   DOI   ScienceOn
28 Terry, D. J., & Hogg, M. A. (1996). Group norms and the attitude-behavior relationship: A role for group identification. Personality and Social Psychology Bulletin, 22(8), 776-793.   DOI   ScienceOn
29 Song, J. W. (2006). J. J. Schwab's life and his ideas of science education. Journal of the Korean Association for Science Education, 26(7), 856-869.