A Case Study on the Formation and Sharing Process of Science Classroom Norms

Autor/inn/en	Chang, Jina; Song, Jinwoong
Titel	A Case Study on the Formation and Sharing Process of Science Classroom Norms
Quelle	In: International Journal of Science Education, 38 (2016) 5, S.747-766 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0950-0693
DOI	10.1080/09500693.2016.1163435
Schlagwörter	Science Instruction; Social Influences; Classroom Environment; Observation; Interviews; Elementary School Science; Foreign Countries; Elementary School Teachers; Science Teachers; Grade 5; Inquiry; Thinking Skills; Standards; South Korea + Suchen Sie Ihr Suchwort? Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht; Sozialer Einfluss; Klassenklima; Unterrichtsklima; Beobachtung; Interviewing; Interviewtechnik; Ausland; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Science; Science teacher; Wissenschaft; School year 05; 5. Schuljahr; Schuljahr 05; Denkfähigkeit; Standard; Korea; Republik
Abstract	The teaching and learning of science in school are influenced by various factors, including both individual factors, such as member beliefs, and social factors, such as the power structure of the class. To understand this complex context affected by various factors in schools, we investigated the formation and sharing process of science classroom norms in connection with these factors. By examining the developmental process of science classroom norms, we identified how the norms were realized, shared, and internalized among the members. We collected data through classroom observations and interviews focusing on two elementary science classrooms in Korea. From these data, factors influencing norm formation were extracted and developed as stories about norm establishment. The results indicate that every science classroom norm was established, shared, and internalized differently according to the values ingrained in the norms, the agent of norm formation, and the members' understanding about the norm itself. The desirable norms originating from values in science education, such as having an inquiring mind, were not established spontaneously by students, but were instead established through well-organized norm networks to encourage concrete practice. Educational implications were discussed in terms of the practice of school science inquiry, cultural studies, and value-oriented education. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01