The dynamics of learning science in everyday contexts: A case study of everyday science class in Korea

Abstract

With recognition of the importance of scientific literacy for the nation and yet the increasing students' disinterest in science through school science curriculum, the Korea Science Foundation launched an innovative program called 'Everyday Science Class (ESC)' in partnership with universities and local government offices in 2003. In this work, we introduce the structure and dynamics of the ESC program in K-district through examining (1) how everyday contexts helped learners' perceptions and attitudes toward science and (2) how the dynamics of learning environments effected learners' learning process. We employed interviews and video recording of classes for data collection. To analyze the data, we used the process of thematic coding to understand the outcomes and effects of ESC program. The research findings showed that everyday context and a unique environment of learning with parents in the ESC program could bring forth learners' understandings on the connection between science and their everyday lives and positive attitudes toward science learning. We also found that there were certain issues to be taken into account in terms of children's cognitive development for further development.