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http://dx.doi.org/10.14697/jkase.2019.39.2.307

Mitigating Contradictions: Elementary School Homeroom Teachers' Cooperation For Using Diversified Science Instructional Methods  

Han, Moonhyun (Bucheon Elementary School)
Publication Information
Journal of The Korean Association For Science Education / v.39, no.2, 2019 , pp. 307-320 More about this Journal
Abstract
This study explores how an elementary school homeroom teacher who continued to lecture, can use diversified science teaching methods for learner-centered instruction. Using an auto-ethnographic approach over the course of a year, self-memory data, facebook diaries, class diaries, and interview data of an elementary teacher's day-to-day preparations and practice of elementary science, in the context of a Korean elementary school, were collected. The data was analyzed through cultural historical activity theory, examining how the interplay of key elements (i.e., the subject as a homeroom teacher with instructional expertise, norms, community, division of labor, tools, and goals) was characterized within and across distinct two-activity systems, and how these elements shaped the teacher's teaching methods into either lecture format or diversified teaching. The study revealed that a non-cooperative community, lack of division of labor, and norms that neglect preparation for science class were the elements that perpetuated the lecture format, and that a contradiction between goals and tools occurred in the activity system. However, these elements were able to be transformed into a cooperative community, shared labor, and norms that saved preparation time for both science class and diversified teaching methods, and those changed elements facilitated the teacher in using diversified teaching methods (e.g., experiments, subject-integrated classes, field work), thereby mitigating the contradiction. This study also discusses that diversified teaching methods can be facilitated when dealing with norms, community, and division of labor elements in an elementary school context as well as improving individual teachers' instructional expertise.
Keywords
diversified science teaching; elementary science education; cultural-historical activity theory;
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Times Cited By KSCI : 11  (Citation Analysis)
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