Browse > Article
http://dx.doi.org/10.14697/jkase.2015.35.3.0499

How do Elementary School Students Perceive Science Classroom? : Developing a Framework for Cultural Analysis of Science Classroom  

Park, Joonhyeong (Seoul National University)
Na, Jiyeon (Chuncheon National University of Education)
Joung, Yong Jae (Gongju National University of Education)
Song, Jinwoong (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.35, no.3, 2015 , pp. 499-508 More about this Journal
Abstract
The purposes of this study are to investigate elementary students' perception of science classroom through an analysis of students' answer to an open-ended question and to suggest a framework for the analysis of science classroom culture, as the first step to develop an analysis tool for qualitative exploration of science classroom culture. We analyzed 571 responses and developed an analysis framework with six categories (i.e. major factors; power structure of a classroom community; focused domains of the science classroom; student concerns; atmosphere of science classroom; participation form). The details of the six categories can be summarized as follows: (1) major factors were revealed to be practical work, fun, teacher, community and others; (2) the power structure of classroom community was in the order of peer students, teacher, and individual student himself/herself; (3) the focused domains of the science classroom perceived by students were more about affective and behavioral domains than cognitive one; (4) major student concerns were teachers' teaching, having practical work, and the understanding of and the sharing of knowledge and opinions (5) science classroom atmosphere was noisy and pranky but fun and interesting; (6) the students participation forms were to be total participation or voluntary participation or cooperative practice. Through this study, not only suggesting the framework, but we could also get implications for the cultural aspects of science classroom based on the results of data analysis in this study.
Keywords
science classroom culture; science classroom; culture; elementary school; science classroom;
Citations & Related Records
Times Cited By KSCI : 4  (Citation Analysis)
연도 인용수 순위
1 Seo, H. -J., Park, J. -W., Won, J. -A., & Paik, S. -H. (2007). The Effects of Elementary School Students' Evaluation Regarding Science Classes on Teachers' Teaching Activities. Journal of Korean Elementary Science Education, 26(1), 12-23.
2 So, K. -C., & Kim, J. -G. (2001). the Development of Synthesized Korean Data Processor(SynKDP). Korean Historical Linguistics, 2, 257-384.
3 Song, J., & Na, J. (2014). Meanings of 'Creativity and Integration' in Science Education and Comments on Science Classroom Culture. Journal of Research in Curriculum Instruction, 18(3), 827-845.
4 Squire, K. D., MaKinster, J. G., Barnett, M., Luehmann, A. L., & Barab, S. L. (2003). Designed curriculum and local culture: Acknowledging the primacy of classroom culture. Science education, 87(4), 468-489.   DOI   ScienceOn
5 Thorndyke, P. W. (1977). Cognitive structures in comprehension and memory of narrative discourse. Cognitive psychology, 9(1), 77-110.   DOI
6 Tobin, K. (2012). Sociocultural perspectives on science education. In Fraser, Barry J., Tobin, Kenneth, McRobbie, & Campbell J. (Eds.), Second international handbook of science education (pp. 3-17). Dordrecht: Springer.
7 Van Dijk, T. A., Kintsch, W., & Van Dijk, T. A. (1983). Strategies of discourse comprehension. New York: Academic Press.
8 Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
9 Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. New York: Cambridge University Press.
10 Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945-1969.   DOI   ScienceOn
11 Chang, J., Park, J., & Song, J. (2014). Features of the Sociocultural Context of Science Subject Teacher's Experiment Classes in Elementary School: Focusing on the Sociocultural Factors and Their Interactions. Journal of Korean Elementary Science Education, 33(2), 217-230.   DOI   ScienceOn
12 Cho, J. Y., & Lee, E. H. (2014). Reducing confusion about grounded theory and qualitative content analysis: similarities and differences. The Qualitative Report, 19(32), 1-20.
13 Chen, Y., & Hoshower, L. B. (2003). Student evaluation of teaching effectiveness: An assessment of student perception and motivation. Assessment & evaluation in higher education, 28(1), 71-88.   DOI
14 Cho, H., & Choi, K. (2002). Science Education: Constructivist Perspectives. Journal of Korean Association Science Education, 22(4), 820-836.
15 Cho, H., Yang, I., Jeong, J. -H., Shin, A. -K. (2008). Analysis of the Elementary School Students' Views about Lab-based Science Learning. Journal of Korean Elementary Science Education, 27(2), 117-133.
16 Chun, E., Na, J., Joung, Y. J., & Song, J. (2015). Development and Application of the Measuring Instrument for the Analysis of Science Classroom Culture from the Perspective of 'Community of Practice'. Journal of the Korean Association for Science Education, 35(1), 131-142.   DOI   ScienceOn
17 Deal, T. E., & Peterson, K. D. (1990). The Principal's Role in Shaping School Culture. Washington, Superintendent of Documents, U.S. Government Printing Office. Retrieved from http://files.eric.ed.gov/fulltext/ED325914.pdf.
18 Elo, S., & Kyngas, H. (2008). The qualitative content analysis process. Journal of advanced nursing, 62(1), 107-115.   DOI   ScienceOn
19 Fisher, D. L., & Waldrip, B. G. (1999). Cultural factors of science classroom learning environments, teacher-student interactions and student outcomes. Research in Science & Technological Education, 17(1), 83-96.   DOI   ScienceOn
20 Fraser, B. J. (1998). 5.1 Science Learning Environments: Assessment, Effects and Determinants. In Fraser, B., Tobin, Kenneth (Eds.), International Handbook of Science Education (Volume 1), (pp. 527-564). Boston: Kluwer Academic. Retrieved from http://surveylearning.moodle.com/cles/papers/Handbook98.htm.
21 Fraser, B. J. (2012). Classroom learning environments: Retrospect, context and prospect. In Fraser, Barry J., Tobin, Kenneth, McRobbie, & Campbell J. (Eds.), Second international handbook of science education (pp. 1191-1239). Dordrecht: Springer.
22 Hart, C., Mulhall, P., Berry, A., Loughran, J., & 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
23 Hofstede, G. (1980). Culture's consequences: International differences in work-related values (Vol. 5). London: Sage.
24 Hofstede, G., Hofstede, G. J., & Minkov, M. (1991). Cultures and organisations-software of the mind: intercultural cooperation and its importance for survival. New York, NY: McGraw-Hill.
25 Jeong, K. -S. & Jeong, S. -H. (2010). A description on the formation of an elementary classroom culture. Korean Journal of Anthropology of Education, 13(2), 1-27.
26 Joung, Y. J., & Chun, E. (2014). Analysis on the Trends of Studies Related to 'Community of Practice' in Korea: Focused on Implications for Study of Elementary Science Education. Journal of Korean Elementary Science Education, 33(3), 464-478.   DOI   ScienceOn
27 Ju, E. Y., Lee, S. -Y., Kim, J. G., & Lee, J. J. (2009). Analysis of Images of Scientists and Science Learning Drawn by Third Grade Students. Journal of Korean Elementary Science Education, 28(1), 35-45.
28 Kim, M., & Cho, J. (2013). An Analysis of the Properties of Affective Achievement in Science Based on TIMSS and Science Teachers' Perception. Journal of Korean Association Science Education, 33(1), 46-62.   DOI
29 Kang, H., & Lee, J. (2010). Elementary School Students' Images of Science Class and Factors Influencing Their Formations. Journal of Korean Elementary Science Education, 30(4), 519-531.
30 Kim, H. B., Fisher, D. L., & Fraser, B. J. (1999). Assessment and investigation of constructivist science learning environments in Korea. Research in Science & Technological Education, 17(2), 239-249.   DOI   ScienceOn
31 Kim, Y., & Yang, I. -H. (2005). The Factor Analysis of Affecting Elementary Students' Science Attitude Change. Journal of Korean Elementary Science Education, 24(3), 292-900.
32 Krippendorff, K. (1989). Content analysis. In E. Barnouw, G. Gerbner, W. Schramm, T. L. Worth, & L. Gross (Eds.), International encyclopedia of communication (Vol. 1, pp. 403-407). New York, NY: Oxford University Press. Retrieved from http://repository.upenn.edu/asc_papers/226/.
33 Kwak, Y. (2005). Research on the Current Science Teaching Evaluation System and Directions for Improving Teaching Evaluation. Journal of Korean Association Science Education, 25(4), 313-325.
34 Kwak, Y., Kim, C. -J., Lee, Y. -R., & Jeong, D. -S. (2006). Investigation on Elementary and Secondary Students' Interest in Science. Journal of Korean Earth Science Society, 27(3), 260-268.
35 Kwak, Y., & Kim, J. (2003). Qualitative Research on Common Features of Best Practices in the Secondary School Science Classroom. Journal of Korean Association Science Education, 23(2), 313-325.
36 Lee, J, C., & Kim, B. K. (1998). Development of the Psychological Learning Environment Instrument Generated by Science Teachers in the Science Instruction. Journal of Korean Association Science Education, 18(3), 313-325.
37 Kwon, N. -J. (2005). Elementary School Students' Perceptions of Scientist and Socio-cultural Background towards Science. Journal of Korean Elementary Science Education, 24(1), 59-67.
38 Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge university press.
39 Lazarowitz, R., & Tamir, P. (1994). Research on using laboratory instruction in science. In D. L. Gabel (Ed.), Handbook of research on science teaching and learning, (pp. 94-130). New York, NY: MacMillan.
40 Mayring, P. (2000). Qualitative Content Analysis [28 paragraphs]. Forum Qualitative Sozialforschung / Forum: Qualitative Social Research [On-line Journal], 1(2). Retrieved from http://www.qualitative-research.net/index.php/fqs/article/view/1089/2386.
41 McComas, W. F., Clough, M. P., & Almazroa, H. (2002). The role and character of the nature of science in science education. In McComas, W. F. (Ed.), The nature of science in science education (pp. 3-39). Springer Netherlands.
42 Ministry of Education. (2011). Korean language curriculum. Retrieved from http://ncic.re.kr/mobile.dwn.ogf.inventoryList.do#.
43 Schank, R, C. (1982). Dynamic memory: A theory of reminding in people and computers, New York: Cambridge University Press.
44 Schweingruber, H. A., Duschl, R. A., & Shouse, A. W. (2007). Taking Science to School: Learning and Teaching Science in Grades K-8. National Academies Press.