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http://dx.doi.org/10.14697/jkase.2021.41.2.171

Exploring Science Teachers' Experiences and Perceptions in Operating Science Core Schools  

Choi, Imjung (Korea Foundation for the Advancement of Science and Creativity)
Lee, Hyunju (Ewha Womans University)
Publication Information
Journal of The Korean Association For Science Education / v.41, no.2, 2021 , pp. 171-181 More about this Journal
Abstract
The purpose of the study is to explore the personal experiences and efforts of science teachers, who have worked in science core schools over the years, in order to evaluate the educational effects and implications of science core school policies. To achieve this purpose, we conducted semi-structured interviews with twelve individual science teachers who have operated programs and curriculum at science core schools. The results provided three case studies presenting how the teachers operated curriculum and how they perceived the benefits of science core schools and identified some commonalities in their experiences and perceptions through cross-case discussions. Three teachers in case studies presented different teaching orientations for science core schools, but they positively perceived its benefits and were very satisfied with the school environment and financial supports from government even though they had more burdens on work. In cross-case analysis among 12 teachers, the teachers commonly presented their passion and enthusiasm for organizing and implementing various extra-curriculum science activities. They believed that such efforts contributed to encouraging their students to consider their careers in science and engineering fields in college. And the differentiated school program has increased reputation and preference for the school from local parents and students. In addition, they felt that these efforts brought their own growth and professional development as science teachers.
Keywords
science core school; science education policy; science teacher; teachers' experiences and perceptions;
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