• Journal of Korean Elementary Science Education
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• v.41 no.1
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• pp.93-105
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• 2022

This study investigated the aspects of how three preservice elementary school teachers conducted the data-text transforming discourses in their science simulation teaching and how their epistemological conversations worked for learners' construction of scientific knowledge. Three preservice teachers, who had presented simulation teaching on the seasonal change of constellations, participated in the study. The results revealed that one preservice teacher, who had implemented the transforming discourses of data-to-evidence and model-to-explanation, appeared to facilitate learners' knowledge construction. The other two preservice teachers had difficulty helping learners construct science knowledge due to their lack of transforming discourses. What we should consider for improving preservice elementary school teachers' teaching competencies was discussed based on a detailed comparison of three cases of preservice teachers' data-text transforming.

• Journal of The Korean Association For Science Education
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• v.29 no.1
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• pp.116-136
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• 2009

Since there are differences in the content, structure and functions of interpersonal communication during the practice of school science classes, it needs to articulate the difference of the modality of pedagogical practice in order to understand science teaching in detail. These characteristics of science teaching can be investigated by further insightful analysis on language in the science classroom. In this study, classroom discourse language codes using Bernstein's code theory were analyzed in the case of a middle school science class on the unit of minerals. The discourse language code was identified by the value of classification, which revealed power relations to the contexts of discourse and participants of discourse. It was also identified by the value of framing, which showed hierarchical relation between teacher and students as discourse subjects, and discursive control on the initiative of discourse. The results addressed that six types of discourse language codes were constructed and that those language codes reflected diverse modalities of science teaching from student-centered instruction to teacher-centered instruction in relation to classroom discourse. The modality of science teaching according to the transition tendencies of discourse language code showed dynamic variations of 'controlled student-centeredness inducing teaching' - 'positional student-centeredness permissive teaching' - 'controlled students' participation permissive teaching' - 'controlled student-centeredness facilitative teaching' - 'student-centeredness enhancing teaching'. In addition, results released that discursively and hierarchically weak control of discourse is necessary for enhancing student-centeredness of science teaching. Moreover, teaching practice enhancing student-centeredness can be accomplished by the harmony of a teacher's perception of discourse language code and his/her orientation to constructivist teaching and student-centered teaching.

• Journal of The Korean Association For Science Education
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• v.28 no.8
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• pp.832-847
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• 2008

This study aims to provide a cornerstone for 'Pedagogical Discourse Analysis' by connecting linguistic theory to science education practice. Pedagogical Discourse Analysis (PDA) focuses its attention on finding educational implications beyond description on classroom language. This study is specially aimed at PDA in terms of the textual aspect, which has not sparked interest in science classroom discourse. For this, we supposed that the framework of PDA composed of two axes: 'thematic flow' and 'information flow'. We presented a case of science classroom discourse in terms of PDA to investigate opportunities in its potential and utilities. This trial crosses the line of traditional science classroom discourse analysis, which has been inclined to linguistics theory. It will also suggest a new horizon for science classroom discourse in an educational context.

• Journal of The Korean Association For Science Education
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• v.33 no.1
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• pp.181-192
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• 2013

This study aims to explore scientific reasoning that students and their teachers constructed in elementary science classroom discourses in terms of basic reasoning types; deduction, induction, and abduction. For this research, data were collected from 13 classes of 4th grade science activities during a period of three months and analyzed three types of scientific reasoning in elementary school science discourses. We found that deduction (one discourse segment), induction (one discourse segment), and deduction-abduction (two discourse segments) were presented in the discourses. They showed that: first, scientific reasoning proceeded explicitly or implicitly in elementary science discourses; second, the students and their teachers have potentials to increase the quality of reasoning depending on their inter-subjectivity; and last, the students' background knowledge were very important in the development of their reasoning. Implication and remarks on science education and research were presented based on this results as well.

• Journal of The Korean Association For Science Education
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• v.33 no.4
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• pp.840-862
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• 2013

This study undertook a methodological investigation on previous research that had proposed alternative methods for analyzing argumentative discourse in science classes in terms of collaborative construction and epistemic enactments of argumentation. The study also proposed a new way of analyzing argumentation discourse based on the achievements and limitations of previous research. The new method was applied to actual argumentation discourse episodes to examine its feasibility. For these purposes, we chose the studies employing Toulmin's argument layout, seeking for a method to analyze comprehensively the structure, content, and justification of arguments, or emphasizing evidence-based reasoning processes of argumentation discourse. In addition, we contrived an alternative method of analyzing argumentative discourse, Discourse Register on the Evidence-Explanation Continuum (DREEC), and applied DREEC to an argumentative discourse episode that occurred in an actual science classroom. The advanced methods of analyzing argumentative discourse used in previous research usually examined argument structure by the presence and absence of the elements of Toulmin's argument layout or its extension. Those methods, however, had some problems in describing and comparing the quality of argumentation based on the justification and epistemic enactments of the arguments, while they could analyze and compare argumentative discourse quantitatively. Also, those methods had limitations on showing participants' collaborative construction during the argumentative discourse. In contrast, DREEC could describe collaborative construction through the relationships between THEMEs and RHEMEs and the links of data, evidence, pattern, and explanation in the discourse, as well as the justification of arguments based on the flow of epistemic enactments of the argumentative discourse.

• Journal of the Korean earth science society
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• v.36 no.4
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• pp.390-403
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• 2015

The purpose of this study was to explore discursive-epistemic mechanisms in high school earth science lessons. A total of 11 video recordings of earth science lessons were collected from three inservice high school teachers. The video recordings were all transcribed and analyzed by employing the discourse analysis framework used in relevant previous studies. In analysis, we identified discursive-epistemic mechanisms as functional assemblies for fulfilling particular epistemic functions in the earth science lessons. The characteristics of these mechanisms were described according to their epistemic functions. The findings of the study were compared with those of previous studies to highlight the characteristics of discursive-epistemic mechanisms in the earth science classrooms. Analyses of middle school science lessons and of science lessons in alternative forms, as well as studies using extended research methods such as indepth interviews with teachers, were suggested as implications for future research.

• Journal of The Korean Association For Science Education
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• v.35 no.3
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• pp.509-521
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• 2015

Argumentation is a social and collaborative dialogic process. A large number of researchers have focused on analyzing the structure of students' argumentation occurring in the scientific inquiry context, using the Toulmin's model of argument. Since SSI dialogic argumentation often presents distinctive features (e.g. interdisciplinary, controversial, value-laden, etc.), Toulmin's model would not fit into the context. Therefore, we attempted to develop an analytical framework for SSI dialogic argumentation by addressing the concepts of 'discourse clusters' and 'discourse schemes.' Discourse clusters indicated a series of utterances created for a similar dialogical purpose in the SSI contexts. Discourse schemes denoted meaningful discourse units that well represented the features of SSI reasoning. In this study, we presented six types of discourse clusters and 19 discourse schemes. We applied the framework to the data of students' group discourse on SSIs (e.g. euthanasia, nuclear energy, etc.) in order to verify its validity and applicability. The results indicate that the framework well explained the overall flow, dynamics, and features of students' discourse on SSI.

• Journal of The Korean Association For Science Education
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• v.27 no.4
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• pp.297-308
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• 2007

Inspired by the idea that classroom instruction proceeds through knowledge-sharing, this study examined different modes of knowledge-sharing that were realized in discursive practices in Korean secondary science classrooms. Data came from 9 science teachers. An interpretative strategy was employed to analyze the video-recording of the teachers' own science classrooms and transcriptions. The results showed four different modes of knowledge-sharing, including 'retrieving subject matter knowledge', 'reformulating subject matter knowledge', 'expansion and elaboration of understanding', and 'negotiation of meaning'. It was also revealed that there was a tie between an active mode of knowledge-sharing and scaffolding: the former allowed students to take active roles in discourses and the latter was one of the desired patterns of classroom interaction. It was suggested that further studies should be conducted to understand science instruction from more varied perspectives and to examine and utilize the detailed features of desired classroom practices like scaffolding.

• Journal of the Korean earth science society
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• v.31 no.6
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• pp.647-655
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• 2010

This study analyzed discourse types and meaning making strategies used in a secondary beginning science teacher's class. A voluntary middle school science teacher participated in this study, and her instruction was observed and videotaped. The analysis consisted of two parts. First, we categorized the types of discourses occurred in class. Second, we examined her instructional strategies used through meaning making practices at the micro-level. Results indicated that there were five episodes emerged representing different discourse types and meaning making strategies in the beginning teacher's lesson about 'the pathway and property of light'. Conclusion and implications for further study and teacher professional development were presented in the paper.

• Journal of Science Education
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• v.39 no.1
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• pp.113-131
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• 2015

The purpose of this study was to analyze the interactive patterns between teacher and students in middle school earthh science classroom, identify difference of discourse types between earthh science classes taught by majored and non-majored teacher, find the relationship between the discourse pattern and the type of teachers' questions. For that purpose, the participants in this study included four teachers and their students of three middle schools in Seoul. The data consisted of two parts. First, we categorized interaction between teacher and students into the types of discourses by the use of Mortimer and Scott's analytical framework(2003). Second, we classified teachers' questions into four different types of question based on MNeill & Pimentel's classification scheme(2009) to examine for the relationship between the discourse pattern and the type of teachers' questions. As a result, all teachers used interactive/authoritative discourse most in middle school earth science class. Therefore, there was more authoritative discourse to non-majored teacher in comparison with majored teacher. And study demonstrated that the discourse pattern was more related to feedback about student's response rather than the type of teachers' question. In other words, the dialogic discourse showed up more frequently when the teacher used delayed feedback with positive and accepting attitude.