Figure 1. An example about the class diary
Figure 2. The activity system facilitating the use of lecture form method
Figure 3. The facebook diary showing the burden of school paperwork
Figure 4. The activity system facilitating the use of diversified teaching methods
Figure 5. The class diary showing students’ interest during science class
Figure 6. The facebook diary showing colleague homeroom teachers’ preparation for science experiment
Figure 7. The facebook diary showing the usefulness of PPT materials
Figure 8. The class diary showing the field work(Left) and the facebook diary showing the project-based learning(Right)
Table 1. An example of the coding process for categorization
References
- Bae, M. Y., & Hong, W. P. (2016). Survey on the awareness of the measures for the alleviation of school administration work of elementary school teachers - Mainly on the SMOE(Seoul Metropolitan Office of Education) plans for the normalization of teachers' administration work -. The Educational Research for Tomorrow, 29(1), 1-23.
- Bochner, A. (2000). Criteria against ourselves. Qualitative Inquiry, 6(2), 266-272. https://doi.org/10.1177/107780040000600209
- Chang, H. (2008). Autoethnography as method. Walnut Creek, CA: Left Coast Press, Inc.
- Chang, J., & Joung, Y. J. (2018). How does the introduction of smart technology change school science inquiry?: Perceptions of elementary school teachers. Journal of the Korean Association of Science Education, 37(2), 359-370. https://doi.org/10.14697/JKASE.2017.37.2.0359
- Chang, J., Park, J., & Song, J. (2014). Research articles : Features of the sociocultural context of science subject teacher's experiment classes in elementary school -Focusing on the sociocultural factors and their interactions-. Journal of Korean Elementary Science Education, 33(2), 217-230. https://doi.org/10.15267/keses.2014.33.2.217
- Cheng, R. W.-Y., Lam, S.-F., & Chan, J. C.-Y. (2008). When high achievers and low achievers work in the same group: The roles of group heterogeneity and processes in project-based learning. British Journal of Educational Psychology, 78(2), 205-221. https://doi.org/10.1348/000709907X218160
- Cho, E., & Choi, S. Y. (2017). The development and application of the observational learning program to create scientific questions in elementary science class. Biology Education, 45(1), 148-158. https://doi.org/10.15717/bioedu.2017.45.1.148
- Choi, J., Jo, K., Joung, Y., & Kim, H. (2016). Exploration, conflicts, challenges, and changes: A teacher educator's self-study for secondary school physics instruction course. Journal of the Korean Association for Science Education, 36(5), 739-756. https://doi.org/10.14697/jkase.2016.36.5.0739
- Choi, S., Kim, M., & Noh, T. (2015). An understanding of secondary science teacher' performance on STEAM lessons. Journal of the Korean Association for Science Education, 35(6), 949-959. https://doi.org/10.14697/jkase.2015.35.6.0949
- Chun, S., Bang, I., & Jeon, M. (2015). A study on the actual conditions of use and alternatives of teaching & learning materials based on a reacher survey. Journal of Research in Curriculum & Instruction, 19(3), 691-711. https://doi.org/10.24231/rici.2015.19.3.691
- Collins, R. (2008). Violence: A micro-sociological theory. Princeton, NJ: Princeton University Press.
- Corbin, J., & Strauss, A. (2014). Basics of qualitative research: Techniques and procedures for for developing grounded theory. CA, US: Sage publications.
- Creswell, J. W. (2005). Qualitative inquiry and research design : Choosing among five approaches. DC: Sage.
- Ekman, P., Friesen, W. V., O'Sullivan, M., Chan, A., Diacoyanni-Tarlatzis, I., Heider, K., & Ricci-Bitti, P. E. (1987). Universals and cultural differences in the judgments of facial expressions of emotion. Journal of Personality and Social Psychology, 53(4), 712. https://doi.org/10.1037/0022-3514.53.4.712
- Ellis, C., & Bochner, A. P. (2000). Autoethnograpthy, personal narrative, and personal reflectivity. In N. K. Denzin & Y. S. Lincoln (Eds.). Handbook of Qualitative Research(2nd ed.). (pp. 733-768). Thousand Oaks, CA: Sage.
- Engestrom, Y. (1999). Activity theory and individual and social transformation. In Y. Engestrom, R. Miettinen, & R.-L. Punamaki (Eds), Perspectives on activity theory. Cambridge, England: Cambridge University Press.
- Erickson, F. (1986). Qualitative methods in research on teaching. In Wittrock M. C. (Ed.) Handbook of research on teaching. (pp. 119-161). New York, NY: Macmillan.
- Ford, M. J. (2008). Disciplinary authority and accountability in scientific practice and learning. Science Education, 92(3), 404-423. https://doi.org/10.1002/sce.20263
- Gwak, Y. S. (2011). A study on actual conditions and ways to improve primary school science teaching. Journal of Korean Earth Science Society, 32(4), 422-434. https://doi.org/10.5467/JKESS.2011.32.4.422
- Han, J. (2012). Autobiographic research on the life of an assistant professor of science education at a college of education. Journal of Science Education, 36(1), 1-13. https://doi.org/10.21796/jse.2012.36.1.1
- Han, M., & Kim, H. B. (2018). An introverted elementary student's construction of epistemic affect during modeling participation patterns. Journal of the Korean Association for Science Education, 38(2), 171-186. https://doi.org/10.14697/JKASE.2018.38.2.171
- Han, M., Yang, C., & Noh, T. (2014). An understanding of the performance of teaching in a science museum: A case study using the CHAT. Journal of the Korean Association for Research in Science Education, 34(1), 33-42. https://doi.org/10.14697/jkase.2014.34.1.1.0033
- Hechter, M., & Opp, K. D. (2001). What have we learned about the emergence of social norms. In M. Hecher, & K. Opp. (Eds.) Social norms (pp. 394-415). New York: Russell Sage Foundation.
- Hong, Y. (2001). Phenomenological approach to school culture. Anthropology of Education, 4(2), 41-69.
- Jaber, L., & Hammer, D. (2016). Learning to feel like a scientist. Science Education, 100(2), 189-220. https://doi.org/10.1002/sce.21202
- Jang, E., Kim, C.-J., & Choi, S.-U. (2017). Study of the roles of smart devices in co-constructing scientific models. Journal of the Korean Association of Science Education, 37(5), 813-824. https://doi.org/10.14697/JKASE.2017.37.5.813
- Jeon, J.-H., & Shin, Y. J. (2018). Qualitative analysis of the creative design process of elementary school students in STEAM class. Journal of the Korean Elementary Science Education, 37(2), 93-109. https://doi.org/10.15267/KESES.2018.37.2.093
- Jin, S. H., & Jang, S. H. (2007). Elementary school teachers' teaching experience of scientific Inquiry. Journal of Elementary Science Education, 26(2), 245-268.
- Ju, E. (2018). Action research on the expansion of elementary teacher"s ecological PCK through ecological education in schoolyard. The Journal of Korean Environmental Education, 31(1), 1-22. https://doi.org/10.17965/kjee.2018.31.1.1
- Jung, K., & Shin, Y. (2018). A case study on a learner-centered class analysis - Focus on STEAM lesson in elementary school -. Journal of the Korean Elementary Science Education, 37(3), 254-266. https://doi.org/10.15267/KESES.2018.37.3.254
- Kang, S., & Yun, S. (2016). The effects of the small group collaborative learning strategy using smart devices in elementary school science classes. Journal of the Korean Elementary Science Education, 36(3), 181-192. https://doi.org/10.15267/KESES.2017.36.3.181
- Kim, G. J. (2008). The Effect of elementary school science teacher's science teaching on students' science-related attitudes and scientific inquiry ability (Master's thesis, Daegu National University of Education) Retrieved September, 2018, from http://www.riss.kr/search/detail/DetailView.do?p_mat_type=be54d9b8bc7cdb09&control_no=49b87c9b114ec9deffe0bdc3ef48d419
- Kim, S., & So, K. H. (2016). The effect of project based learning using smart devices on the science learning motivation, creative personality and creative problem-solving ability of elementary scientific gifted. Biology Education, 44(3), 364-371. https://doi.org/10.15717/bioedu.2016.44.3.364
- Kim, Y. C., & Lee, D. S. (2011). An inquiry on the theoretical perspectives and methodological characteristics of autoethnography. The Korean Association of Yeolin Education, 19(4), 1-27.
- Kincheloe, J. L. (2005). Autobiography and critical ontology: Being a teacher, developing reflective person. In W. M. (Roth) (Ed.). Auto-biography and auto-ethnography: Praxis of research method. Rotterdam: Sense Publishers.
- King, D., Ritchie, S., Sandhu, M., & Henderson, S. (2015). Emotionally intense science activities. International Journal of Science Education, 37(12), 1886-1914. https://doi.org/10.1080/09500693.2015.1055850
- Kong, J., & Hong, S. H. (2017). The influences of 'Bone and muscle model' STEAM class on basic inquiry ability and scientific attitude of elementary students. Biology Education, 45(3), 344-354. https://doi.org/10.15717/bioedu.2017.45.3.344
- Lee, D. S. (2012). Autoethnography & qualitative research. Paju, South Korea: Academy Press.
- Lee, J. (2018). Analysis of the scientific research process of a participant in undergraduate research. Journal of the Korean Association for Science Education, 38(3), 343-354. https://doi.org/10.14697/JKASE.2018.38.3.343
- Lee, S. A., Juhn, Y. S., Hong, J. E., Shin, Y. J., Choi, J. H., & Lee, I. H. (2007). Difficulties experienced by elementary school teachers in science classes. Journal of Korean Elementary Science Education, 26(1), 97-101.
- Moon, H. J. (2018). Seeking the Essentials of the Elementary School Social Studies Class. The Journal of Learner-Centered Curriculum and Instruction, 18(17), 519-541. https://doi.org/10.22251/jlcci.2018.18.17.519
- Na, J., & Yoon, H. (2018). The characteristics of 3rd grade elementary school students' reasoning in small group argumentation including experiments. The Journal of Korean Elementary Science Education, 37(1), 12-26. https://doi.org/10.15267/KESES.2018.37.1.012
- NGSS Lead States. (2013). The next generation science standards: For states, by states. Washington, DC: National Academies Press
- Oh, P. S. (2011). "Unfillable cups": meaning of science classes to elementary school teachers. Journal of the Korean Association for Science Education, 31(2), 271-294. https://doi.org/10.14697/JKASE.2011.31.2.271
- Park, J. S., & Jang, J. A., & Song, J. W. (2016). Why did I cope with so?: A teachers' strategy to cope with anomalous situations in primary practical sciences lessons. The Journal of Elementary Science Education, 35(3), 277-287. https://doi.org/10.15267/keses.2016.35.3.277
- Park, J., & Kim, S. J. (1996). The Survey of Problem Contexts Suffering by the Elementary Teachers in the Elementary Science Laboratory Instruction. Journal of Korean Elementary Science Education, 15(2), 263-282.
- Patchen, T., & Smithenry, D. W. (2014). Diversifying instruction and shifting authority: A cultural historical activity theory (CHAT) analysis of classroom participant structures. Journal of Research in Science Teaching, 51(5), 606-634. https://doi.org/10.1002/tea.21140
- Ramey-Gassert, I., Shoryer, M. G., & Staver, J. R. (1996). A qualitative study of factors influencing science teaching self-efficacy of elementary level teachers. Science Education, 80(3), 283-315. https://doi.org/10.1002/(SICI)1098-237X(199606)80:3<283::AID-SCE2>3.0.CO;2-A
- Ravitch, D. (2011). The death and life of the great American school system: How testing and choice are undermining education. New York, NY: Basic Books.
- Richard, V., & Bader, B. (2010). Re-presenting the social construction of science in light of the propositions of Bruno Latour: For a renewal of the school conception of science in secondary schools. Science Education, 94(4), 743-759. https://doi.org/10.1002/sce.20376
- Roth, W. M., & Lee, Y.-J. (2007). "Vygotsky's neglected legacy": Cultural-historical activity theory. Review of Educational Research, 77(2),186-232. https://doi.org/10.3102/0034654306298273
- Roth, W. M., Lee, Y.-J., & Hsu, P.-L. (2009). A tool for changing the world: Possibilities of cultural-historical activity theory to reinvigorate science education. Studies in Science Education, 45(2), 131-167. https://doi.org/10.1080/03057260903142269
- Ryu, H. K., & Lim, H. J. (2014). Analysis of the types and levels of evidence in elementary students' scientific argumentation. The Journal of Korean Elementary Science Education, 33(1), 162-171. https://doi.org/10.15267/keses.2014.33.1.162
- Saka, Y., Southerland, S. A., & Brooks, J. S. (2009). Becoming a member of a school community while working toward science education reform: Teacher induction from a cultural historical activity theory (CHAT) perspective. Science Education, 93(6), 996-1025. https://doi.org/10.1002/sce.20342
- Shin, H., & Kim, H. (2010). Analysis of elementary teachers' and studetns' views about difficulties on open science inquiry activities. Joirnal of Korean Elementary Science Education, 29(3), 262-276.
- Son, H. K., & Yang, J. H. (2013). An in-depth look at sixth grade homeroom teachers. The Journal of Korean Teacher Education, 30(2), 413-437. https://doi.org/10.24211/tjkte.2013.30.2.413
- Spillane, J. P. (2005). Primary school leadership practice: How the subject matters. School Leadership and Management, 25, 383-397. https://doi.org/10.1080/13634230500197231
- Spillane, J. P., Diamond, J. B., Walker, L. J., Halverson, R., & Jita, L. (2001). Urban school leadership for elementary science instruction: Identifying and activating resources in an undervalued school subject. Journal of Research in Science Teaching, 38(8), 918-940. https://doi.org/10.1002/tea.1039
- Sung, J. Y., & Oh, P. S. (2018). Sixth grade students' content-specific competencies and challenges in learning the seasons through modeling. Research in Science Education, 48(4), 839-864. https://doi.org/10.1007/s11165-016-9589-8
- Swarat, S., Ortony, A., & Revelle, W. (2012). Activity matters: Understanding student interest in school science. Journal of Research in Science Education, 49(4), 515-537.
- Tabak, I., & Baumgartner, E. (2004). The teacher as partner: Exploring participant structures, symmetry, and identity work in scaffolding. Cognition and Instruction, 22(4), 393-429. https://doi.org/10.1207/s1532690Xci2204_2
- Turner, J. H. (2009). The sociology of emotions: Basic theoretical arguments. Emotion Review, 1(4), 340-354. https://doi.org/10.1177/1754073909338305
- Winn, K. M. (2016). Instructional leadership in elementary science : how are school leaders positioned to lead in a text generation science standards era? (Doctoral dissertation, University of Iowa). Retrieved October, 2018, from https://ir.uiowa.edu/cgi/viewcontent.cgi?article=6564&context=etd
- Won, J. A., Kim, Y. H., & Paik, S. H. (2010). A research of elementary school teachers' perceptions about the science subject exclusive system. Journal of Korean Elementary Science Education, 29(1), 56-68.
- Yoon, H. G. (2008). Elementary teachers' dilemmas of teaching science practical work. The Journal of Elementary Science Education, 27(2), 102-116.
- Yoon, J. E., Kim, D. Y., & Kwon, O. N. (2015). Teachers' roles of learner-centered classes in domestic mathematics education research.. The Journal of Learner-Centered Curriculum and Instruction, 15(1), 45-68.
- You, H., & Kang, H. (2016). Development of project-based light convergent program for creative problem solving of elementary science gifted. Biology Education, 44(3), 487-500. https://doi.org/10.15717/bioedu.2016.44.3.487
Cited by
- 참여 촉진하기 - 초등학생들의 긍정적 정서 구성을 돕는 과학 전담 교사의 실천적 지식 - vol.38, pp.2, 2019, https://doi.org/10.15267/keses.2019.38.2.244