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Understanding Student and Teacher Interactions in Korean High School Science Classrooms from a Structure and Agency Dialectic Perspective: Implications for Pedagogy and Research

DC Field Value Language
dc.contributor.advisorSonya Nichole Martin-
dc.contributor.author김의주-
dc.date.accessioned2017-07-19T03:06:31Z-
dc.date.available2017-07-19T03:06:31Z-
dc.date.issued2015-02-
dc.identifier.other000000026385-
dc.identifier.urihttps://hdl.handle.net/10371/128179-
dc.description학위논문 (석사)-- 서울대학교 대학원 : 과학교육과(물리전공), 2015. 2. Sonya Nichole Martin.-
dc.description.abstractThis study examines students classroom interaction patterns while engaging in science learning to better understand the phenomena of student silence in Korean classrooms. Conducted as a video-based ethnographic study, data collection took place over a 12-week period and included observations and video recordings of ten lessons in two 10th grade science classes taught by an experienced teacher. The video and audio recordings from lessons were edited and analyzed at the meso- and micro-levels to determine recurrent patterns in student and teacher practices. Short video clips were used during teacher and student interviews to stimulate participant recall about classroom interactions. Through survey responses from 60 students and interviews with 21 students, researchers identified various preferences for learning environment and patterns of verbal and non-verbal engagement with the teacher and among peers. Our analysis of observed and self-reported practices revealed coherences and contradictions in student and teacher beliefs regarding what it means to participate or to actively engage in class. Building from these findings, researchers applied sociocultural theory as a framework to identify structures at macro, meso, and micro levels, which serve to limit and/or afford students verbal and non-verbal participation in science. Intense emphasis on examination preparation, societal expectations regarding what it means to enact good teaching and learning practices, and the need to adhere to strict curriculum timelines are examples of factors that exist outside of the classroom, but which structure teacher and student practices at the micro (classroom) level. Such findings reinforce the need for researchers, educators, and policy makers to attend to overarching macro and meso level structures if engaging teachers and students in active, verbal and non-verbal participation patterns is a goal for Korean science classrooms. Finally, this research raises questions about role and impact of student silence on science teaching and learning in Korean contexts.-
dc.description.tableofcontentsTABLE OF CONTENTS

ABSTRACT ⅰ
TABLE OF CONTENTS ⅲ
LIST OF FIGURES ⅵ
LIST OF TABLES ⅷ

CHAPTER 1 THE PROBLEM 1
1.1 INTRODUCTION 2
1.1.1 REASONS FOR PARTICIPATORY SCIENCE LEARNING STRATEGIES 2
1.1.1.1 Problem-based learning 3
1.1.1.2 Inquiry-based learning 4
1.1.1.3 Cooperative learning 4
1.1.2 WHY IS TALK IMPORTANT IN SCIENCE CLASSROOMS? 5
1.1.3 TRENDS IN KOREA 7
1.1.3.1 Trends from published research in Korean Science journals 7
1.1.3.2 Analysis of Korean Science Curriculum from 1945-2009. 8
1.1.4 REFLECTING ON MY PERSONAL EXPERIENCES AS A TEACHER AND STUDENT. 12
1.2 CLASSROOM INTERACTION RESEARCH 13
1.2.1 METHODS FOR CONDUCTING CLASSROOM INTERACTION RESEARCH 14
1.2.2 PARTICIPATION AND ENGAGEMENT IN CLASSROOMS 15
1.2.3 PARTICIPATION IN SCIENCE TEACHING AND LEARNING 17
1.2.4 ASIAN CULTURE AND CLASSROOM INTERACTION RESEARCH 18
1.2.5 ASIAN STUDENT PARTICIPATION IN SCIENCE 20
1.2.6 KOREAN CULTURE AND STUDENT PARTICIPATION 21
1.3 THEORETICAL BACKGROUND 22
1.4 PURPOSE AND FOCUS OF THE RESEARCH 23
1.5 DATA COLLECTION AND ANALYSIS 24
1.6 RESEARCH QUESTIONS 24
1.7 CONTEXT OF THE STUDY 25
1.7.1 PARTICIPANTS 26
1.7.1.1 Teacher 26
1.7.1.2 Students 27
1.7.1.3 Researcher 27
1.8 OVERVIEW OF THE THESIS 28
1.8.1 CHAPTER ONE 28
1.8.2 CHAPTER TWO 28
1.8.3 CHAPTER THREE (SHORT CHAPTER 1) 28
1.8.4 CHAPTER FOUR (SHORT CHAPTER 2) 28
1.8.5 CHAPTER FIVE 29
1.9 CONCLUSION 29
CHAPTER 2 METHODOLOGICAL AND THEORETICAL CONSIDERATIONS 30
2.1 METHODOLOGICAL FRAMEWORK 30
2.1.1 QUALITATIVE RESEARCH 30
2.1.2 MIXED METHOD APPROACH 31
2.1.3 ETHNOGRAPHY APPROACH 31
2.2 THEORETICAL FRAMEWORK 32
2.2.1 DEFINING CULTURE THROUGH A SOCIOCULTURAL LENS 33
2.2.2 STRUCTURE AGENCY THEORY 33
2.2.3USING STRUCTURE AND AGENCY FOR MULTI-LEVEL ANALYSIS OF SOCIAL LIFE 35
2.3 DATA COLLECTION 36
2.3.1. FIELD NOTES 37
2.3.2 VIDEO DATA. 38
2.3.3 ANALYTICAL MEMOS. 39
2.3.4 STIMULATED RECALL INTERVIEW. 41
2.3.5 STUDENT QUESTIONNAIRE. 41
2.3.6 RESEARCH MEETINGS 42
2.4 METHOD OF DATA ANALYSIS 42
2.5 LIMITATION OF THIS RESEARCH 44
2.6 CONCLUSION 44
CHAPTER 3 PATTERNS OF INTERACTION 45
3.1 INTRODUCTION 45
3.2 ANALYSIS OF CLASSROOM INTERACTIONS 45
3.2.1 ASSESSMENT OF CLASSROOM PARTICIPATION 47
3.2.2 ANALYZING INTERACTION PATTERNS DURING SCIENCE CLASS IN TYPICAL KOREAN HIGH SCHOOL 48
3.2.3 FOUR TYPES OF STUDENTS 49
3.2.4 INVESTIGATING CLASSROOM INTERACTIONS WITH SURVEYS AND INTERVIEWS 51
3.2.5 MODIFYING SURVEY TO EXAMINE STUDENT PERCEPTIONS OF PARTICIPATION 53
3.3 INTERVIEWS 57
3.4 VIDEO MICROANALYSIS OF INTERACTIONS 59
3.5 CONCLUSIONS AND IMPLICATIONS 60
CHAPTER 4 APPLYING THEORY TO SOCIAL INTERACTIONS 63
4.1 INTRODUCTION 63
4.2 STRUCTURE AND AGENCY 63
4.3 SOCIOCULTURAL THEORY AS A LENS 64
4.3.1 WHY IS HE LOOKING OUT OF THE WINDOW FOR LONG TIME? 66
4.3.2 MS ONE DAY, EVERY 5 MINUTE 68
4.3.3 THE EVIDENCE OF MSS NOT PARTICIPATING 70
4.4 MICRO LEVEL OF STRUCTURES 71
4.4.1 SEAT POSITION 71
4.4.2 THE RELATIONSHIP WITH PEERS AND TEACHERS 74
4.4.3 TYPE OF CLASS AND CLASSROOM LAYOUT 78
4.5 MESO LEVEL OF STRUCTURES 82
4.5.1 A SCHOOL EVENT 83
4.5.2 ECONOMIC SITUATION 85
4.5.3 FAMILY STRUCTURE 87
4.6 MACRO LEVEL OF STRUCTURE 88
4.6.1 CONCEPTION OF PARTICIPATION 88
4.6.2 CONFUCIANISM 91
4.6.3 TEST DEPENDENCY 94
4.7 CONCLUSIONS 98
CHAPTER 5 SUMMARY, CONCLUSIONS, AND IMPLICATIONS 100
5.1 SUMMARY 101
5.1.1 FOCUS OF THE STUDY 103
5.2 LIMITS OF THE RESEARCH 104
5.2.1 LACK OF RESEARCHES TO INVESTIGATE CLASSROOM INTERACTIONS IN SCIENCE CLASS IN KOREA 105
5.2.2 CONSTRAINTS ON TIME TO STUDY TO APPLY CHANGE IN CLASSROOM INTERACTION OF A STUDENT IN SCIENCE CLASSES 105
5.3 CONCLUSIONS 106
5.3.1 STRUCTURE AT EACH LEVEL IMPACTS ON A STUDENTS CLASSROOM INTERACTIONS DURING SCIENCE CLASS 106
5.3.2 EACH LEVEL OF STRUCTURE IS RELATED TO EACH OTHER AND UPPER LEVEL OF STRUCTURE COULD LIMIT LOWER LEVEL OF STRUCTURE 107
5.4 IMPLICATIONS 108
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dc.formatapplication/pdf-
dc.format.extent3663988 bytes-
dc.format.mediumapplication/pdf-
dc.language.isoen-
dc.publisher서울대학교 대학원-
dc.subjectclassroom interaction-
dc.subjectparticipation and engagement-
dc.subjectstructure and agency-
dc.subjectKorean cultural context-
dc.subject.ddc530-
dc.titleUnderstanding Student and Teacher Interactions in Korean High School Science Classrooms from a Structure and Agency Dialectic Perspective: Implications for Pedagogy and Research-
dc.typeThesis-
dc.description.degreeMaster-
dc.citation.pagesⅷ, 119-
dc.contributor.affiliation사범대학 과학교육과(물리전공)-
dc.date.awarded2015-02-
Appears in Collections:
College of Education (사범대학)Dept. of Science Education (과학교육과)Physics (물리전공)Theses (Master's Degree_물리전공)
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