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http://dx.doi.org/10.14697/jkase.2018.38.2.97

Improving Science Teaching and Learning for New Teachers and Diverse Learners Using Participatory Action Research and Cogenerative Dialogue  

Park, Changmi (Seoul National University)
Martin, Sonya N. (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.38, no.2, 2018 , pp. 97-112 More about this Journal
Abstract
Conducted within the methodological framework of action research, this study examines the ways in which a beginning science teacher in a Korean elementary classroom engaged in collaborative research with her own students to resolve problems preventing effective science teaching and learning. Specifically, this study uses cogenerative dialogue between teachers and students to develop new teachers' knowledge of how to manage the classroom to be able to more effectively implement inquiry instructional strategies and knowledge of students as learners. Findings from this research suggest that by involving students in cogenerative dialogues, beginning teachers are provided with valuable insights into how elementary students think about school, science, and teaching and learning, which can help expand a beginning teacher's capacity to be an effective science teacher of science for all learners, especially diverse learners. These findings suggest that teacher education programs could better support beginning teachers by placing greater emphasis on how to conduct action research, including how to implement cogenerative dialogues to catalyze positive changes in their own classrooms. We conclude by discussing the important implications this research has for supporting new teachers struggle to effectively teach science and who would benefit from using strategies to foster improved relationships with their students and improved understanding about the challenges faced by diverse learners in their classroom.
Keywords
Cogenerative dialogues; action research novice teachers; diverse learners;
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