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http://dx.doi.org/10.14697/jkase.2018.38.6.885

A Case Study on the Practice of 'Science Inquiry Experiment' in the 2015 Revised National Curriculum: An Understanding in the Perspective of Cultural-Historical Activity Theory(CHAT)  

Shin, Soyeon (Seoul National University)
Park, Chulkyu (Seoul National University)
Lee, Chang Youn (Seoul National University)
Hong, Hun-Gi (Seoul National University)
Publication Information
Journal of The Korean Association For Science Education / v.38, no.6, 2018 , pp. 885-899 More about this Journal
Abstract
As 'Science Inquiry Experiment' is newly introduced in the high school curriculum, where inquiry and experiment oriented education is insufficient, this study aims to analyze teacher's practice of 'Science Inquiry Experiment' in depth and identify contradictions during its process in the perspective of Cultural Historical Activity Theory. The research participant is teacher SHIN who is exclusively responsible for Science Inquiry Experiment. Starting with reflection on the practice of Science Inquiry Experiment class conducted in the first semester, interviews with participants, participatory observation and local materials were used during the 2nd semester's Science Inquiry Experiment class. A descriptive analysis of the teacher SHIN's practice of Science Inquiry Experiment was carried out and the contradictions in the activity system of the teacher SHIN were identified. The result reveals that in the overall practice of teaching Integrated Science and Science Inquiry Experiment, there were contradictions between teacher SHIN's recognition about cooperation(subject) and shared responsibility with other teachers(division of labor), and between teacher SHIN's recognition about the subjects(subject) and contrasting contents in teacher training courses(community). In the practice of teaching Science Inquiry Experiment, there were specific contradictions between teacher SHIN's recognition about the subject(subject) and time of job assignment(rule), between experimental activities(object) and experimental tools(tool), and between purpose of the subject(object) and directions about assessment(rule). These contradictions directly or indirectly influence the practice of teaching Science Inquiry Experiment. There needs to be support for constructing an activity system capable of supporting and promoting teachers' practice of Science Inquiry Experiment, and we made several suggestions to resolve the problems.
Keywords
Science Inquiry Experiment; Cultural-Historical Activity Theory(CHAT); Activity System; 2015 revised national curriculum;
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