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http://dx.doi.org/10.14697/jkase.2020.40.4.359

Elementary Teachers' Epistemological Beliefs and Practice on Convergent Science Teaching: Survey and Self-Study  

Lee, Sooah (Seoul Changdong Elementary School)
Jhun, Youngseok (Seoul National University of Education)
Publication Information
Journal of The Korean Association For Science Education / v.40, no.4, 2020 , pp. 359-374 More about this Journal
Abstract
This study is a complex type consisting of survey study and self-study. The former investigated elementary teachers' epistemological beliefs on convergence knowledge and teaching. As a representative of the result of survey study I, as a teacher as well as a researcher, was the participant of the self-study, which investigated my epistemological belief on convergence knowledge and teaching and my execution of convergent science teaching based on family resemblance of mathematics, science, and physical education. A set of open-ended written questionnaires was administered to 28 elementary teachers. Participating teachers considered convergent teaching as discipline-using or multi-disciplinary teaching. They also have epistemological beliefs in which they conceived convergence knowledge as aggregation of diverse disciplinary knowledge and students could get it through their own problem solving processes. As a teacher and researcher I have similar epistemological belief as the other teachers. During the self-study, I tried to apply convergence knowledge system based on the family resemblance analysis among math, science, and PE to my teaching. Inter-disciplinary approach to convergence teaching was not easy for me to conduct. Mathematical units, ratio and rate were linked to science concept of velocity so that it was effective to converge two disciplines. Moreover PE offered specific context where the concepts of math and science were connected convergently so that PE facilitated inter-disciplinary convergent teaching. The gaps between my epistemological belief and inter-disciplinary convergence knowledge based on family resemblance and the cases of how to bridge the gap by my experience were discussed.
Keywords
Family resemblance; Velocity; Convergence science teaching; Epistemological beliefs; Self-study;
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