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Action Research Using Cogenerative Dialogue to Improve PCK in a Beginning Teachers Elementary Science Classroom

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dc.contributor.advisor김찬종-
dc.contributor.author박창미-
dc.date.accessioned2017-07-19T03:03:51Z-
dc.date.available2017-07-19T03:03:51Z-
dc.date.issued2014-02-
dc.identifier.other000000018225-
dc.identifier.urihttps://hdl.handle.net/10371/128143-
dc.description학위논문 (석사)-- 서울대학교 대학원 : 과학교육과(지구과학전공), 2014. 2. 김찬종.-
dc.description.abstractCurrently, there is limited research about beginning elementary science teachers in Korea and the methods they can use to develop their Pedagogical Content Knowledge (PCK) to improve their science teaching. In this thesis, I use PCK as a theoretical framework for analyzing my teaching practices as a beginning teacher to make clear the need beginning teachers have for continuing their professional development once they are in the classroom. I examine how my initial PCK shaped my ability to be effective as a beginning science teacher in a Korean elementary classroom and I trace how my engagement in an action research project with my students expanded my PCK, which also helped to improve my science teaching practices. Thus, the focus of this research is on examining how new teachers can transform their teaching by expanding their PCK through teacher-directed classroom research.
Conducted within the methodological framework of action research, this study examines the ways in which beginning teachers can engage students in collaborative research efforts with their students to overcome the isolation beginning teachers experience and to work individually and collectively to resolve problems in classroom teaching and learning. Specifically, this study introduces a qualitative research method called cogenerative dialogue (coupling video analysis and structured discourse between teachers and students) to develop targeted domains of teacher PCK, including knowledge of students as learners, knowledge of how to manage the classroom (especially during inquiry science activities), and how to effectively implement inquiry instructional strategies in the elementary classroom.
Using Guba and Lincolns (1989) authenticity criteria as a framework, I trace my changing PCK through four stages of the cogenerative dialogue process. During cogenerative dialogues, teachers and students engage in conversations in order to critically examine and reflect on shared events and activities (Tobin & Roth, 2006) from the classroom. Participants included all 25 students in an elementary classroom, a university researcher (Dr. Martin and Ms. Park) and me as a teacher-researcher. The research was conducted during a four-month period and data was collected in both the classroom and the laboratory during second semester in 2012. Student research notebooks, teacher field notes, video captured from science lessons and cogenerative dialogues, and interviews with students were collected as data.
Findings from this research suggest that by involving students in cogenerative dialogues, beginning teachers are provided with valuable insights into how elementary students think about school, science, and teaching and learning – which can help expand a beginning teachers PCK. In addition, when students are given chances to contribute to the improvement in their own classroom, they can do so by engaging in problem solving activities and by cogenerating suggestions for improving teacher instructional strategies and patterns of student engagement. These findings suggest that teacher education programs could better support beginning teachers by placing greater emphasis on how to conduct action research, including how to implement cogenerative dialogues, in an effort to support beginning teachers to be successful in the classroom.
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dc.description.tableofcontentsABSTRACT
TABLE OF CONTENTS
LIST OF FIGURES
LIST OF TABLES

CHAPTER 1. THE PROBLEM
1.1 INTRODUCTION
1.2 THEORETICAL BACKGROUND
1.2.1 Origins of Research on Pedagogical Content Knowledge
1.3 LITERATURE REVIEW
1.3.1 High Regard for the Teaching Profession in Korea
1.3.2 Being a Public Elementary School Teacher in Korea
1.3.3 From a Student to a Beginning Teacher
1.3.4 Doing Administrative Work
1.3.5 Teaching Science in the Elementary School
1.3.6 Struggling as a Beginning Teacher in the Science Classroom
1.4 RESEARCH QUESTIONS
1.4.1 Purpose and Focus of the Research
1.4.2 Research Questions
1.5 CONTEXT OF THE STUDY
1.5.1 My School
1.5.2 Overall Student Achievement and Demographics
1.5.3 My Classroom
1.6 OVERVIEW OF THE THESIS
1.6.1 Chapter One
1.6.2 Chapter Two
1.6.3 Chapter Three
1.6.4 Chapter Four
1.6.5 Chapter Five
1.7 CONCLUSION

CHAPTER 2. METHODOLOGICAL CONSIDERATIONS
2.1 INTRODUCTION
2.2 METHODOLOGICAL FRAMEWORK
2.2.1 Learning Science via Inquiry
2.2.2 Action Research
2.3 PARTICKPAROTY ACTION RESEARCH
2.3.1 Engaging Students as Researchers
2.3.2 Cogenerative Dialogue
2.4 AUTHENTICITY CRITERIA
2.5 DATA COLLECTION
2.6 DATA SOURCES
2.6.1 Video
2.6.2 Audio
2.6.3 Field Notebook
2.6.4 Student Research Notebook
2.6.5 Cogenerative Dialogue
2.6.6 Researh Meetings
2.7 METHOD OF DATA ANALYSIS
2.8 CONCLUSION

CHAPTER 3. LEARNING FROM ONE ANOTHER
3.1 INTRODUCTION
3.2 SCIENCE CLASS BEFORE COGENERATIVE DIALOGUES
3.2.1 Please, dont yell at us.
3.2.2 Am I Doing This Right?
3.2.3 How about Using the 5E Learing Cycle Model?
3.3 OVERVIEW OF RESAERCH PROCESS
3.3.1 Procedure of the Research
3.3.2 Getting Started – Introducing a Problem to Solve Together
3.4 THE ONTOLOGICAL PHASE – SHARING INDIVIDUAL PERSPECTIVES
3.5 THE EDUCATIVE PHASE – LISTENING AND LEARNING FROM OTHERS
3.6 BUILDING RELATIONSHIPS HELPS TEACHERS BUILD GPK
3.6.1 Building a Positive Relationship thougth a Short Conversation
3.6.2 A Deeper Understanding of Students Means Better Opportunities to Teach
3.6.3 Expanding Students Knowledge about Teaching and Learning is Important Too
3.7 CONCLUSION

CHAPTER 4. MAKE THE CHANGES
4.1 CREATIVE A NEW SOLUTION
4.1.1 Exchanging Ideas and Setting the New Rules
4.1.2 Re-structureing Laboratory Activities Let Us Save Time for More Science!
4.2 CHANGES IN SICNECE CLASS
4.2.1 Preserve Time to Do More Activities
4.2.2 Strenghtening Teaching Strategies: Inquiry Notebook, 5E Learning Model
4.2.3 Involving the Low-achieving Student in the Science Lesson
4.3 HITTING THE WALL
4.3.1 Problems Still Exist
4.3.2 Beyond My Scope
4.4 CONCLUSION

CHAPTER 5. SUMMARY, CONCLUSIONS, AND IMPLICATIONS
5.1 SUMMARY
5.1.1 Setting and Design of the Study
5.1.2 Focus of the Study
5.2 LIMITS OF THE RESEARCH
5.2.1 Content of the Dialogues
5.2.2 Challenges Associated with Cultural Expectiations forInteractions between Students and Teachers in Korean Society
5.2.3 Challenges Related to Addressing Issues of Indiiduals and the Collective
5.3 CONLUSIONS
5.3.1 The Importance of Cogenerative Dialogue in the Classroom
5.3.2 How Can Teachers Use the Cogenerative Dialogue
5.3.2 You Are Not Alone
5.4 IMPLICATIONS
5.4.1 Teacher Education and Professional Development
5.3.2 Implications for Future Research

REFERENCE

ABSTRACT(KOREAN)
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dc.formatapplication/pdf-
dc.format.extent2598379 bytes-
dc.format.mediumapplication/pdf-
dc.language.isoen-
dc.publisher서울대학교 대학원-
dc.subjectBeginning teacher-
dc.subjectPedagogical Content Knowledge-
dc.subjectCogenerative dialogue-
dc.subjectAction research-
dc.subjectAuthenticity criteria-
dc.subjectScience teacher education-
dc.subject.ddc550-
dc.titleAction Research Using Cogenerative Dialogue to Improve PCK in a Beginning Teachers Elementary Science Classroom-
dc.typeThesis-
dc.description.degreeMaster-
dc.citation.pagesⅶ, 131-
dc.contributor.affiliation사범대학 과학교육과(지구과학전공)-
dc.date.awarded2014-02-
Appears in Collections:
College of Education (사범대학)Dept. of Science Education (과학교육과)Earth Science (지구과학전공)Theses (Master's Degree_지구과학전공)
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